Rocky Jones:Case study of a high‐achieving black male's motivation to participate in gifted classes

“I have to be three steps ahead”: Academically Gifted African American Male Students in an Urban High School on the Tension between an Ethnic and Academic Identity

“…Consistent with more recent research finding (Bergin and Cooks 2002;Grantham 2006), these young African American male students demonstrated a strong connection to their ethnicity, which seemingly strengthened their academic identity. Because they connected to their African American heritage and ancestry, they adopted positive, yet aggressive attitudes toward schooling, believing it was one of the most important variables in life to improve race relations while dispelling myths and destroying stereotypes.…”

“…Sanders (1998) found that of 10 students who were highly aware of racism and racial barriers, six were high achievers; ''however, instead of reducing their motivation and academic effort, this awareness seemed to increase them'' (p. 89). In his case study investigation of one African American high school male enrolled in Advanced Placement courses, Grantham (2006) found this particular student sought to register for more rigorous courses where he was often the only African American student because he saw it as his opportunity to educate his Caucasian peers African American culture; moreover, this student was able to maintain his relationships with his African American peers as well as establish new social bonds with Caucasian students in these courses.…”

Beyond Testing: Social and Psychological Considerations in Recruiting and Retaining Gifted Black Students

“…When working with Black males, more intense and deliberate efforts may be required, for reasons previously explained. As early as possible, initiatives should expose Black males to other males who have been resilient and who have healthy racial identities (Grantham, 2004a(Grantham, , 2004b. For example, African American males need guidance in being critical consumers of the media so that they do not adopt negative images of themselves as learners; so that they are able to envision life outside of sports and entertainment (Whiting, 2006a(Whiting, , 2006b).…”

“…Not only do adults come to internalize pessimistic images of African American males, too many of these students learn to believe, emulate, and even reinforce the images imposed upon them (Grantham, 2004a(Grantham, , 2004bWhiting, in press). Ford and Harris (1996) and Ford (1996) studied gender differences between gifted Black males and females in grades 4-6; findings indicated that gifted Black males had lower grades, exerted less effort in school, were more interested in sports and being popular or socially accepted, and were more likely to succumb to accusations of acting White than Black females.…”

“…A mentor and role model may be helpful in advancing African American students in the pre-encounter and immersion-emersion stages into healthier stages of racial identity. A mentor and role model can also help gifted Black students in the higher racial identity stages to maintain their positive self-image (Grantham, 2004a(Grantham, , 2004bWhiting, 2006aWhiting, , 2006b). Mentors and role models can guide gifted African American students in several ways.…”