Being Black, Male, and Gifted in Miami: Prevalence and Predictors of Placement in Elementary School Gifted Education Programs

Urban Review

Volumn 45, Issue 4, 2013, Pages 416-447

  Winsler, Adam ^a   Gupta Karkhanis, Deepti ^a,c   Kim, Yoon Kyong ^a,d   Levitt, Jerome ^b  

^a GEORGE MASON UNIVERSITY   (United States)

^b Advanced Research Consulting   (United States)

^c CALIFORNIA STATE UNIVERSITY   (United States)

^d BSC   (South Korea)

Author keywords

Black; Elementary school; Gifted; Identification; Male

Indexed keywords

EID: 84886748492     PISSN: 00420972     EISSN: 15731960     Source Type: Journal    
DOI: 10.1007/s11256-013-0259-0     Document Type: Article

References (83)

1. Arcia, E. (2005). Advanced, honors, advanced placement courses and gifted education: 2002-2003 academic year. Miami: Miami-Dade County Public Schools.
2. Breedlove, L. (2007). Identifying linguistically diverse students as gifted and talented: A qualitative study of adding a new measure. ProQuest Dissertations and Theses, Texas A&M University (document id: 304724519).
3. Brighton, C. M., Moon, T. R., Jarvis, J. M., & Hockett, J. A. (2007). Primary grade teachers' conceptions of giftedness and talent: A case-based investigation. Retrieved from http://www. gifted. uconn. edu/nrcgt/reports/rm07232/rm07232. pdf.
4. Burger, K. (2010). How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds. Early Childhood Research Quarterly, 25(2), 140-165.
5. Carlton, M. P., & Winsler, A. (1999). School readiness: The need for a paradigm shift. School Psychology Review, 28, 338-352.
6. Carpenter, D. M., & Ramirez, A. (2007). More than one gap: Dropout rate gaps between and among Black, Hispanic, and White students. Journal of Advanced Academics, 19(1), 32-64. doi: 10. 4219/jaa-2007-705.
7. Cramond, B. (2011). Why can't we all just get along? Accepting and supporting affective and cognitive diversity in creative student. Understanding Our Gifted, 23(3), 8-12.
8. Curby, T. W., Rudasill, K. M., Rimm-Kaufman, S. E., & Konold, T. R. (2008). The role of social competence in predicting gifted enrollment. Psychology in the Schools, 45(8), 729-744.
9. De Feyter, J. J., & Winsler, A. (2009). The early developmental competencies and school readiness of low-income, immigrant children: Influences of generation, race/ethnicity, and national origins. Early Childhood Research Quarterly, 24, 411-431.
10. Duncan, G., Dowsett, C., Claessens, A., Magnuson, K., Huston, A., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1446.
11. Elliot, C. (2007). Differential ability scales-II. San Antonio: Pearson.
12. Fisher, E. J. (2005). Black student achievement and the oppositional culture model. The Journal of Negro Education, 74(3), 201-209.
13. Ford, D. Y. (2004). Intelligence testing and cultural diversity: Concerns, cautions, and considerations. Storrs: National Research Center on the Gifted and Talented.
14. Ford, D. Y. (2011a). Reversing underachievement among gifted black students. Waco: Prufrock.
15. Ford, D. Y. (2011b). Gifted and talented education: History, issues, and recommendations. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook (Vol. 2) (pp. 83-110). Washington: American Psychological Association.
16. Ford, D. Y., Grantham, T., & Whiting, G. (2008). Culturally and linguistically diverse students in gifted education: Recruitment and retention issues. Exceptional Children, 74, 289-308.
17. Ford, D. H., Howard, T. C., Harris, J. J., & Tyson, C. A. (2000). Creating culturally responsive classrooms for gifted minority students. Journal for the Education of the Gifted, 23(4), 397-427.
18. Ford, D. Y., & Whiting, G. W. (2010). Beyond testing: Social and psychological considerations in recruiting and retaining gifted Black students. Journal for the Education of the Gifted, 34, 131-155.
19. Fryer, R. G., & Torelli, P. (2010). An empirical analysis of 'Acting White'. Journal of Public Economics, 94, 380-396.
20. Garcia Coll, C. E., & Marks, A. K. E. (2012). The immigrant paradox in children and adolescents: Is becoming American a developmental risk? Washington, DC: American Psychological Association.
21. Good, III, R., & Kaminski, R. (2003). Dynamic indicators of basic early literacy skills-Sixth edition (DIBELS). Sopris West Educational Services.
22. Gormley, W. T., Phillips, D., & Gayer, T. (2008). Preschool programs can boost school readiness. Science, 320, 1723-1724.
23. Graham, A., & Anderson, K. A. (2008). "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. Urban Review, 40, 472-499.
24. Harcourt Assessment. (2006). Florida Kindergarten Readiness Screener. San Antonio: Harcourt Assessment.
25. Harcourt Brace. (2003). Stanford achievement test (10th ed.). San Antonio: Harcourt Brace.
26. Harris, A. L. (2006). I (Don't) hate school: Revisiting oppositional culture theory of Blacks' resistance to schooling. Social Forces, 85(2), 797-833.
27. Henfield, M. S., Moore, J. L., I. I. I., & Wood, C. (2008a). Inside and outside gifted programming: Hidden obstacles for African American students. Exceptional Children, 74, 433-450.
28. Henfield, M. S., Owens, D., & Moore, J. L., I. I. I. (2008b). Factors that influence young gifted African Americans' school success: Implications for elementary school counselors. The Elementary School Journal, 108, 392-406.
29. Henfield, M. S., Washington, A. R., & Owens, D. (2010). To be or not to be gifted: The choice for a new generation. Gifted Child Today, 32(2), 17-25.
30. Hilliard, A. S. (1976). Alternatives to IQ testing: An approach to the identification of gifted "minority" children. Sacramento: Division of Special Education. California State Dept. of Education.
31. Hilliard, A. (2003). No mystery: Closing the achievement gap between Africans and excellence. In T. Perry, C. Steele, & A. Hilliard (Eds.), Young, gifted and Black: Promoting high achievement among African-American students (pp. 131-165). Boston: Beacon Press.
32. Human Resources Research Organization & Harcourt Assessment, Inc. (2007). Reading and mathematics technical report for 2006 FCAT test administrations. San Antonio: Human Resources Research Organization & Harcourt Assessment, Inc.
33. Jackson, N. E. (2003). Young gifted children. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (pp. 470-482). Boston: Allyn & Bacon.
34. Javits Act. (1997). Jacob K. Javits Gifted and Talented Students Education Act of 1988, (P. L. 100-297). Retrieved from http://www. nagc. org/index2. aspx?id=572.
35. Jess, E., & Worrell, F. (2012). Assessment practices and the underrepresentation of minority students in gifted and talented education. Journal of Psychoeducational Assessment, 30, 74-87.
36. Kaufman, A. S., & Kaufman, N. L. (1983). Kaufman assessment battery for children: Administration and scoring manual. Circle Pines: American Guidance Service.
37. Koretz, D., Linn, R. L., Dunbar, S. B., & Shepard, L. A. (1991, April). The effects of high-stakes testing on achievement: Preliminary findings about generalization across tests. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
38. Kunjufu, J. (2005). Keeping black boys out of special education. Chicago: African American Images.
39. LeBuffe, P. A., & Naglieri, J. A. (1999). Devereux early childhood assessment. Lewisville: Kaplan.
40. Li, W., Farkas, G., Duncan, G. J., Burchinal, M. R., Vandell, D. L., Ruzek, E. A., et al. (2011, March). Which combination of high quality infant-toddler and preschool care best promotes school readiness. Paper presented at the society for research on educational effectiveness (SREE) conference, Washington, DC.
41. Lohman, D. F. (2005). Identifying academically talented minority students. The National Research Center on the Gifted and Talented. Retrieved on September 20, 2012 from www. gifted. uconn. edu.
42. Madaus, G. F., & Clarke, M. (2001). The adverse impact of high-stakes testing on minority students: Evidence from one hundred years of test data. In G. Orfield & M. L. Kornhaber (Eds.), Raising standards or raising barriers? Inequality and high stakes testing in public education (pp. 85-106). New York: The Century Foundation Press.
43. Matthews, M. S., & Kirsch, L. (2011). Evaluating gifted identification practice: Aptitude testing and linguistically diverse learners. Journal of Applied School Psychology, 27(2), 155-180.
44. McBee, M. (2010). Examining the probability of identification for gifted programs for students in Georgia elementary schools: A multilevel path analysis study. Gifted Child Quarterly, 54(4), 283-297.
45. McClain, M., & Pfeiffer, S. (2012). Identification of gifted students in the United States today: A look at state definitions, policies, and practices. Journal of Applied School Psychology, 28, 59-88.
46. Meisels, S., Marsden, D., Wiske, M., & Henderson, L. (1997). Early screening inventory-Kindergarten. Ann Arbor: Rebus.
47. Mickelson, R. A., & Greene, A. D. (2006). Connecting pieces of the puzzle: Gender differences in Black middle school students' achievement. Journal of Negro Education, 75(1), 34-48.
48. Mueller, C., & Haines, R. T. (2012). Adolescent perceptions of family connectedness and school belonging: Links with self-concept and depressive symptoms among gifted African American and Hispanic youth. Gifted Children, 5(2), Article 3. Available online at: http://docs. lib. purdue. edu/giftedchildren/vol5/iss2/3.
49. Myers, S. L., Kim, H., & Mandala, C. (2004). The effect of school poverty on racial gaps in test scores: The case of the Minnesota Basics Standards Tests. The Journal of Negro Education, 73(1), 81-98.
50. Naglieri, J. A. (1997). Naglieri Nonverbal Ability Test. San Antonio: Psychological Corporation.
51. Naglieri, J. A., & Ford, D. Y. (2003). Addressing underrepresentation of the gifted minority children using the Naglieri Nonverbal Ability Test (NNAT). Gifted Child Quarterly, 47, 155-160.
52. National Association for Gifted Children. (2010). NAGC Pre-K-Grade 12 gifted programming standards: A blueprint for quality gifted education program. Washington, DC.
53. National Center for Education Statistics (NCES). (2011). Digest of education statistics. Retrieved from http://nces. ed. gov/programs/digest/2011menu_tables. asp.
54. NCES. (2011). Digest of education statistics. National Center for Education Statistics, U. S. Department of Education. Retrieved from http://nces. ed. gov/pubs2011/2011015. pdf.
55. National Research Center on the Gifted and Talented. (2010). What is giftedness? Retrieved from http://www. nagc. org/WhatisGiftedness. aspx.
56. Nehring, A. D., Nehring, E. F., Bruni, J. R., & Randolph, P. L. (1992). Learning accomplishment profile-Diagnostic standardized assessment. Lewisville: Kaplan.
57. Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educational Researcher, 21(8), 5-14.
58. Ogbu, J. U. (2004). Collective identity and the burden of "acting White" in Black history, community, and education. The Urban Review, 36(1), 1-35.
59. Palmer, R. T., Davis, R. J., & Hilton, A. A. (2009). Exploring challenges that threaten to impede the academic success of academically underprepared Black males at an HBCU. Journal of College Student Development, 50(4), 429-445. doi: 10. 1353/csd. 0. 0078.
60. Palmer, R. T., & Maramba, D. C. (2011). African American male achievement: Using a tenet of critical theory to explain the African American male achievement disparity. Education and Urban Society, 43(4), 431-450.
61. Pearson Assessment & Información. (1996). La Prueba De Los Logros en Espanol, Segunda Edicion (APRENDA II). San Antonio: Pearson Assessment & Información.
62. Pearson Education. (2005). ECHOS early childhood observation system K-2. San Antonio: Pearson Education.
63. Petscher, Y., Kim, Y., & Foorman, B. R. (2011). The importance of predictive power in early screening assessments. Assessment in Effective Intervention, 36(3), 158-166.
64. Psychological Corporation. (1993). Metropolitan achievement tests, reading diagnostic tests-7th edition. San Antonio: Psychological Corporation.
65. Roid, G., & Barram, R. A. (2004). Stanford-binet intelligence scales (5th ed.). Hoboken: Wiley.
66. Romanik, D., & Blazer, C. (2006). Gifted education: Equity, assessment, and curriculum. Research Capsule. Office of Accountability and Systemwide Performance: Miami, FL. Retrieved from http://drs. dadeschools. net/InformationCapsules/IC0507. pdf.
67. Sharon, M. (2010). Examining the underrepresentation of underserved students in gifted programs from a transformational leadership vantage point. Journal for the Education of the Gifted, 34, 99-130.
68. Stanford Achievement Test Series, Tenth Edition. (2011). Guides teaching and learning toward high achievement standards. Retrieved from http://www. pearsonassessments. com/hai/Templates/Products/ProductDetail. aspx.
69. Stemke, K. (2010). Characteristics checklist for gifted children. Retrieved from http://educationtipster. blogspot. com/2010/11/characteristics-checklist-for-gifted. html.
70. Strayhorn, T. L. (2010). The role of schools, families, and psychological variables on math achievement of Black high school students. The High School Journal, 93(4), 177-194.
71. Subotnik, R., Olszewski-Kubilius, P., & Worrell, F. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12, 3-54.
72. Wang, Z., & Su, I. (2013). Longitudinal factor structure of general self-concept and locus of control among high school students. Journal of Psychoeducational Assessment published online 3 April 2013. doi: 10. 1177/0734282913481651.
73. Wechsler, D. (2003). Wechsler intelligence scale for children (4th ed.). San Antonio: Pearson.
74. Welsh, J. A., Nix, R. L., Blair, C., Bierman, K. L., & Nelson, K. E. (2010). The development of cognitive skills and gains in academic school readiness for children from low-income families. Journal of Educational Psychology, 102(1), 43-53. doi: 10. 1037/a0016738.
75. West, J., Meek, A., & Hurst, D. (2000). Children who enter kindergarten late or repeat kindergarten: Their characteristics and later school performance. Stats in brief. Washington: National Center for Education Statistics.
76. Whiting, G. W. (2006). From at risk to at promise: Developing scholar identities among Black males. The Journal of Secondary Gifted Education, 4, 222-229.
77. Whiting, G. (2009). Gifted Black males: Understanding and decreasing barriers to achievement and identity. Roeper Review, 31(4), 224-233.
78. Williams, F. E. (1980). Creativity assessment packet: Manual. Buffalo: DOK Publications.
79. Williamson, E. W. (2011). How and why three potential causes of academic disidentification may affect interests in academic work at the secondary level among inner-city Black males. Unpublished doctoral dissertation, ProQuest Dissertations and Theses, Seton Hall University (document id: 892235409).
80. Winsler, A., Hutchison, L. A., De Feyter, J. J., Manfra, L., Bleiker, C., Hartman, S. C., et al. (2012). Child, family, and childcare predictors of delayed school entry and kindergarten retention among linguistically and ethnically diverse children. Developmental Psychology, 48, 1299-1314.
81. Winsler, A., Tran, H., Hartman, S., Madigan, A. L., Manfra, L., & Bleiker, C. (2008). School readiness gains made by ethnically-diverse children in poverty attending center-based childcare and public school pre-kindergarten programs. Early Childhood Research Quarterly, 23, 314-329.
82. Wodtke, G. T., Harding, D. J., & Elwert, F. (2011). Neighborhood effects in temporal perspective. American Sociological Review, 76(5), 713-736. doi: 10. 1177/0003122411420816.
83. Yoon, S. Y., & Gentry, M. (2009). Racial and ethnic representation in gifted programs: Current status of and implications for gifted Asian American students. Gifted Child Quarterly, 53(2), 121-136.