Showing papers by "Donna Y. Ford published in 1998"

The Underrepresentation of Minority Students in Gifted Education Problems and Promises in Recruitment and Retention

Abstract: Concerns over recruiting and retaining minority students in gifted education programs have persisted for several decades, and, although many educators, policymakers, and researchers have deliberated about the underrepresentation of minority students in gifted education, few articles, reports, or studies exist on this topic. This article seeks to fill this void, describing factors that inhibit the recruitment and retention of minority students in gifted education programs. These factors include screening and identification issues (e.g., definitions and instrumentation); educational issues (e.g., quality of students' education); and personnel issues (e.g., lack of teacher training in gifted and urban education, low teacher referral). Also discussed are retention issues, namely, factors that may affect the decision of minority students to remain in gifted education programs. Finally, recommendations for recruiting and retaining minority students are offered.

A Case Study of the Social Needs of Danisha: An Underachieving Gifted African-American Female.

Abstract: Historically, African‐American students have experienced significant levels of underachievement. Similarly, many gifted females fail to reach their potential. Despite numerous studies on underachievement among African‐American students and among gifted females, few studies have addressed underachievement among gifted African‐American females. In the present case study, the authors address this shortcoming. They explore the topic of underachievement among gifted African‐American females by exploring their perceptions of social variables and understanding their needs. Specifically, through the lens of social variables (e.g., peer, teachers, curricular issues) the authors explore the perceptions of a 15 year‐old gifted, underachieving African‐American female 9th grader, and make recommendations to improve her educational experiences and those of other gifted African‐American females.

Achievement Levels, Outcomes, and Orientations of Black Students in Single- and Two-Parent Families.

Abstract: The authors surveyed academically diverse (gifted, potentially gifted, and average) Black students (n = 140) in single-parent (mother only) and two-parent families regarding their perceptions of th...

Principal Instructional Leadership Can Reverse the Under-Representation of Black Students in Gifted Education.

Abstract: Researchers and educators have been aware for decades that Black students are under-represented in gifted education, yet few have dis cussed the importance of the principal's role in addressing this problem. The principal can help to improve the representation of Black stu dents in gifted education by focusing on teacher supervision and eval uation, staff development, and quality control.