NDLI: Addressing Social-Emotional and Curricular Needs of Gifted African American Adolescents

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Addressing Social-Emotional and Curricular Needs of Gifted African American Adolescents

Content Provider	Scilit
Author	Day-Vines, Norma L. Patton, James M. Quek, Chwee G. Wood, Susannah
Copyright Year	2021
Description	African Americans remain conspicuously absent from today's cohort of gifted and talented students (Milner & Ford, 2007). Although they represent 17.2% of the public school population, they comprise a meager 3.5% of the total gifted population (National Center for Education Statistics, 2007). At times the rate of underrepresentation has hovered between 50% and 70% (Ford & Grantham, 2003). Several causal factors have been attributed to the lack of students in these programs. As an example, biased attitudes and assumptions about African American children; failure to recognize culturally mediated attributes that constitute giftedness; narrowly constructed assessment procedures; lack of multicultural competence among school personnel; and student and family concerns about the social isolation that may result from enrollment in gifted programs have been cited as salient factors that contribute to the limited participation of African American students in gifted program initiatives (Ford & Grantham, 2003; Ford, Harris, Tyson, & Trotman, 2002; Milner & Ford, 2007). Book Name: Social-Emotional Curriculum With Gifted and Talented Students
Related Links	https://api.taylorfrancis.com/content/chapters/edit/download?identifierName=doi&identifierValue=10.4324/9781003238065-7&type=chapterpdf
Ending Page	192
Page Count	40
Starting Page	153
DOI	10.4324/9781003238065-7
Language	English
Publisher	Informa UK Limited
Publisher Date	2021-09-03
Access Restriction	Open
Subject Keyword	Book Name: Social-emotional Curriculum With Gifted and Talented Students Gifted African American Children Students American Adolescents African Grantham Milner
Content Type	Text
Resource Type	Chapter

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