Gifted black males: Understanding and decreasing barriers to achievement and identity

Roeper Review

Volumn 31, Issue 4, 2009, Pages 224-233

  Whiting, Gilman ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 80053019218     PISSN: 02783193     EISSN: 1940865X     Source Type: Journal    
DOI: 10.1080/02783190903177598     Document Type: Article

References (63)

1. Allen, J. (1960). As a man thinketh. White Plains, NY: Peter Paul Press, Inc.
2. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
3. Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice Hall.
4. Banks, J. A. (2006). Diversity in American education: Foundations, curriculum, and teaching. Boston: Allyn & Bacon.
5. Bonner, F. A., II. (2001). Gifted African American male college students: A phenomenological study (Rep. No. RM01148). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
6. Brown v. Board of Education, 349 U.S. 294 (1954).
7. Carson, B. (1999). The big picture. Grand Rapids, MI: Zondervan.
8. Children’s Defence Fund. (2007). America’s cradle to prison pipeline. Washington, DC: Author. Retrieved April 27, 2009 from http://www.childrensdefense.org/child-research-data-publications/data/cradle-prison-pipeline-report-2007-full-highres.html
9. Christensen, M. (1992). Motivational English for at-risk students: A language arts course that works. Bloomington, IN: National Educational Service.
10. Clark, K. B., & Clark, M. P. (1939a). The development of consciousness of self in Negro pre-school children. Archives of Psychology. Washington, DC: Howard University.
11. Clark, K. B., & Clark, M. P. (1939b). The development of consciousness of self and the emergence of racial identification in Negro preschool children. Journal ofSocialPsychology, 10, 591-599.
12. Clark, K. B., & Clark, M. P. (1940). Skin color as a factor in racial identification of Negro preschool children. Journal of Social Psychology, 11, 159-169.
13. Clark, K. B., & Clark, M. P. (1947). Racial identification and preference in Negro children. In T. M. Newcomb & E. L. Hartley (Eds.), Reading in social psychology (pp. 341-350). New York: Holt, Rinehart & Winston.
14. Clark, K. B., & Clark, M. P. (1950). Emotional factors in racial identification and preference in Negro children. Journal of Negro Education, 19, 506-513.
15. Cooley, C. H. (1902). Human nature and social order. New York: Scribner’s.
16. Cross, W. E., Jr., & Vandiver, B. J. (2001). Nigrescence theory and measurement: Introducing the Cross Racial Identity Scale. In J. Ponterotto, J. M. Casas, L. A. Suzuki, & C. M. Alexander (Eds.), Handbook of multicultural counseling (pp. 371-393). Thousand Oaks, CA: Sage.
17. Douglass, F. (1985). The significance of emancipation in the West Indies. In J. W. Blassingame (Ed.) The Frederick Douglass papers, Series one: Speeches, debates, and interviews (Vol. 3) (P. 204). New Haven, CT: Yale University Press.
18. Du Bois, W. E. B. (1989). The souls of Black folk. New York: Penguin. Originally published 1903.
19. Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press.
20. Dweck, C. S. (2002). Messages that motivate: How praise molds students’ beliefs, motivation, and performance (in surprising ways). In J. Aronson (Ed.), Improving academic achievement. New York: Academic Press.
21. Ferguson, R. F. (2002). Addressing racial disparities in high-achieving suburban schools. NCREL Policy Issues, 1, 3-11.
22. Ferguson, R. F. (2001). Analysis of Black-White Gap disparities in Shaker Heights, Ohio. New York: Brookings Institute, Papers on Educational Policy.
23. Ford, D. Y. (1992) Determinants of underachievement as perceived by gifted, above-average, and average Black students. Roeper Review, 14. 130-136.
24. Ford, D. Y. (1996). Reversing underachievement among gifted Black students: Promising practices and programs. New York: Teachers College Press.
25. Ford, D. Y. (2005). Welcoming all students to room 202: Creating culturally responsive classrooms. Gifted Child Today, 28, 28-30, 65.
26. Ford, D. Y. & Harris, III J. J. (1999). Multicultural gifted education. New York: Teachers.
27. Ford, D. Y., Harris, III J. J., Tyson, C. A., & Frazier Trotman, M. (2002). Beyond deficit thinking: Providing access for gifted African American students. Roeper Review, 24, 52-58.
28. Ford, D. Y., Moore, J. L., III, & Whiting, G. W. (2006). Eliminating deficit orientations: Creating classrooms and curriculums for gifted students from diverse cultural backgrounds. In D. Sue & M. Constantine (Eds.), Addressing racism in education (pp. 371-393). New York: Teachers College Press.
29. Fordham, S. (1988). Racelessness as a strategy in Black students’ school success: Pragmatic strategy or pyrrhic victory? Harvard Educational Review, 58, 54-84.
30. Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53, 106-116.
31. Graham, S. (1998). Social motivation and perceived responsibility in others: Attributions and behavior of African American boys labeled as aggressive. In J. Heckhausen & C. S. Dweck (Eds.), Motivation and self-regulation across the lifespan (pp. 137-158). Cambridge, MA: Cambridge University Press.
32. Grantham, T. C. (2004a). Multicultural mentoring to increase Black male representation in gifted programs. Gifted Child Quarterly, 48, 232-245.
33. Grantham, T. C. (2004b). Rocky Jones: Case study of a high-achieving Black male’s motivation to participate in gifted classes. Roeper Review, 26, 208-215.
34. Hebert, T. P. (2002). Jermaine: A critical case study of a gifted Black child living in rural poverty. In S. Merriam (Ed.), Types of qualitative inquiry: Exemplars for study and discussion (pp. 201-235). San Francisco: Jossey-Bass.
35. Hillard, A. (2003). Young, gifted, and Black: Promoting high achievement among African American students. Boston: Beacon Press.
36. hooks, B. (2004). We real cool: Black men and masculinity. New York: Routledge.
37. Kozol, J. (1991). Savage inequalities: Children in America's schools. New York: Crown.
38. Kozol, J. (2005). The shame of the nation: The restoration of apartheid schooling in America. New York: Crown.
39. Lee, C. C. (1991). Empowering young Black males. Ann Arbor, MI: ERIC Clearinghouse on Counseling and Personnel Services. (ERIC Digest ED 341887)
40. Lee, C. C. (Ed.). (2006). Multicultural issues in counseling: New approaches to diversity (3rd ed.). Alexandria, VA: American Counseling Association.
41. Majors, R. (1986). Cool pose: The proud signature of Black survival. Changing Men: Issues in Gender and Politics, 17, 56.
42. Majors, R., & Billson, J. (1992). Cool pose. New York: Touchstone.
43. McClelland, D. C. (1961). The achieving society. Princeton, NJ: Van Nostrand.
44. Ogbu, J. (1992). Understanding cultural diversity and learning. Educational Researcher, 21(8), 5-14.
45. Ogbu, J. (2004). Collective identity and the burden of “acting White” in Black history, community, and education. The Urban Review, 36(1), 1-35.
46. Orfield, G. & Lee, C. (2005). Why segregation matters: Poverty and Educational Inequality. The civil rights projects. Cambridge, MA: Harvard University.
47. Reeve, J., Deci, E. L., & Ryan, R. M. (2004.) Self-determination theory: A dialectical framework for understanding socio-cultural influences on student motivation. In S. Van Etten & M. Pressley (Ed.), Big theories revisited, (pp. 31-60). Greenwich, CT: Information Age.
48. Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. In G. A. Kimble (Ed.), Psychological Monographs, 80.
49. Ryan, R. M. & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
50. Sailes, G. A. (Ed.). (2003). African Americans in sport. Brunswick, NJ: Transaction.
51. Silvia, P. J. & Duval, T. S. (2001). Objective self-awareness theory: Recent progress and enduring problems. Personality and Social Psychology Review, 5, 230-241.
52. Staples, R. (1982). Black masculinity. San Francisco: Black Scholar Press.
53. Steele, C. M. (2003). Stereotype threat and African-American student achievement. In T. Perry, C. M. Steele, & A. G. Hilliard, III (Eds.), Young, gifted and Black: Promoting high achievement among African-American students (pp. 109-130). Boston: Beacon Press.
54. Storti, C. (1998). The art. of crossing cultures (2nd ed.). Yarmouth, ME: Intercultural Press.
55. Storti, C. (1999). Figuring foreigners out: A practical guide. Yarmouth, ME: Intercultural Press.
56. Suskind, R. (1998). A hope in the unseen: An American odyssey from the inner city to the Ivy League. New York: Broadway.
57. Tatum, A. (2005). Teaching reading to Black adolescent males: Closing the achievement gap. Portland, Maine: Stenhouse Publishers.
58. U.S. Department of Education. (2000). Elementary and Secondary Schools Civil Rights Survey. Washington, DC: Author.
59. U.S. Department of Education. (2009). Condition of education 2009. Washington, DC: Author.
60. Whiting, G. W. (2004). Young Black American fathers in a fatherhood program: A phenomenological study (Doctoral dissertation, Purdue University, 2004) Dissertation Abstracts International, AAT 3150849.
61. Whiting, G. W. (2006a). Promoting a scholar identity among African-American males: Implications for gifted education. Gifted Education Press Quarterly, 20(3), 1-6.
62. Whiting, G. W. (2006b). Enhancing culturally diverse males' scholar identity: Suggestions for educators of gifted students. Gifted Child Today, 29, 46-50.
63. Wong, C. A., Eccles, J. S., & Sameroff, A. (2003). The influence of ethnic discrimination and ethnic identification on African American adolescents' school and socioemotional adjustment. Journal ofPersonality, 71, 1197-1232.