Showing papers by "Donna Y. Ford published in 2005"

Increasing Minority Children’s Participation in Gifted Classes Using the NNAT: A Response to Lohman

Abstract: In a previous article, we (Naglieri & Ford, 2003) provided evidence from a large-scale study that similar proportions of White, Black, and Hispanic children would be identified as gifted using the ...

Recruitment Is Not Enough: Retaining African American Students in Gifted Education:

Abstract: In public school systems all around the country, educators—teachers, counselors, and administrators—have made significant progress in identifying and recruiting diverse populations in gifted and en...

Integrating Multicultural and Gifted Education: A Curricular Framework

Abstract: This article raises a number of critical questions related to multiculturalism and gifted education. In particular, the authors suggest that culturally relevant content is lacking in gifted education programs. They make the case that gifted students of color are being shortchanged by gifted education programs that lack infusion of diversity issues; these students would benefit substantially from gifted education programs that infuse multiculturalism throughout the curricula. Last, but not least, the article introduces and discusses the Ford and Harris (1999) model for infusing multiculturalism in gifted education programs. A STATED THROUGHOUT this special theme issue, gifted education faces critical challenges as the nation becomes increasingly diverse. With the increasing diversity, there comes the need to change many school practices, not only in terms of increasing the representation of students of color in gifted education but also in terms of more effectively meeting the academic needs of students who are gifted and diverse. In other words, once gifted students of color are recruited (i.e., identified and placed), public schools are challenged to address the following questions: (a) How do we serve gifted minority students? (b) What are their academic needs? And (c) What are their interests? Over the years, many scholars of gifted education (Ford, Grantham, & Harris, 1996; Ford & Harris, 1999) have stressed the importance as well as the need for infusing multicultural education into the gifted education curricula. These scholars have also suggested that these fields combined offer great promise for meeting the pedagogical, cultural, and learning needs of students of color, especially in gifted education. In this article, we further the discourse by also stressing the impor-

Racial experiences influence us as teachers: Implications for gifted education curriculum development and implementation

Abstract: As African American faculty members, the authors share one narrative from their collective experiences to elucidate how race manifests itself in lived experiences and, thus, curriculum development and implementation. In sharing their experiences and telling this story, the authors make the cogent point that race dces matter (C. West, 1993) in curriculum development and implementation. Because the authors believe that race matters in the curriculum, they challenge gifted education professionals to move beyond colorblindness (D. Y. Ford, J. J. Harris III, C. A. Tyson, & M. Frazier Trotman, 2002; D. Y. Ford, J. L. Moore III, & H. R. Milner, 2004), to think seriously about their own racial experiences, and to think about the racial experiences of their students in developing and implementing curricula. The authors urge and challenge all education professionals to consider how race penetrates the curriculum in a number of ways and what the implications may mean for all students. The authors do not stop at putt...

This Issue: Gifted Education

Abstract: (2005). This Issue: Gifted Education. Theory Into Practice: Vol. 44, Gifted Education, pp. 77-79.