Title: From at risk to at promise: Developing scholar identities among black males
Author: Gilman W. Whiting
Purpose: black males and females are consistently underrepresented in gifted program. Black males are not succeeding in school settings. The Scholar Identity Model presented here offers suggestions for prevention and intervention strategies.
Methodology: review of the literature, suggestions for interventions
Conclusions/Implications:
Black males rank highest in numbers of dropouts, suspended, expelled, kicked out students
They score poorly on tests, have low GPAs, high rates of referrals and placement in special ed. They are underrepresented in gifted education.
How to solve these problems?
Mentors play a central role in the lives of gifted black students--Role Models
Organizations like: Boys and Girls Clubs, National Urban League, YMCA can play a big role
Black male adolescents also need exposure to college settings, including the Ivy League, historically black institutions, vocational internships...
They need counseling experiences where they can discuss concerns and needs, particularly multicultural counseling opportunities
Other suggestions: career days, motivational speakers, multicultural academic content--minority students will become more motivated and engaged when they see themselves affirmed in the materials and content
They need community outreach and service opportunities
Saturday, August 4, 2007
Lit Review 13
Title: Dimensions of Underachievement, difficult contexts and perceptions of self
Author: Maureen Neihart
Purpose: examine achievment affiliation conflicts in gifted adolescents; offer strategies/interventions/supports to manage and to cope
Methodology: Cites three studies: National Educational Longitudinal Study--25,000 students tracked from 8th to 12th grades
Survey of 193 women graduates from Smith College
Study of 27 boys from low socioeconomic backgrounds attending an elite prep school
Studies--Conclusions/Implications
Research shows that: Hispanic and poor students drop out of school much more frequently than others
The achievement gap persists between black and white students
75% of affluent students go to college/50% of disadvantaged students do
(only 30% at Grand Prairie High School do)
Achievement/affiliation conflicts are common during adolescence among gifted females, gifted minority students, gifted disadvantaged students and some gifted males--these conflicts act as an eroding influence on their aspirations and self-concept
Academic disidentification is much more pronounced among African American males than any other group
Researchers postulate that peer influence has much to do with this disengagement--associating achievement with betrayal of the cultural group
Pursuit of academic excellence has psychological costs for minority and disadvantaged students--they feel invisible, marginalized, powerless, isolated, discriminated against, rejected by family and friends
In the study from Smith College: women from working class backgrounds reported significantly more social alienation and less academic preparedness
The study of 27 boys showed that they perceived lower expectations for themselves based on their economic status
They were also concerned that achievement might separate them from who they had been
Students with lower socioeconomic status may deny their talent not only bedfcause of conflicting messages, but they are uncomfortable negotiating the crossing of class boundaries. Minimizing abilities avoids discomfort.
Low income families may place more emphasis on marrying young and securing a job than going to college. Some see college as not worth the financial sacrifice; where no one in the family has college experience, they may be unaware of financial aid.
Coping strategies:
student organizations--band together, peer group networks, role models, mentors
Discussion of race, identity, achievement--talk, see, name the issues
Speakers-role models
Teach code switching--what behaviors are valued and acceptable in which environment, i.e. questioning authority and critical thinking may be valued in school, but not at home
Conversations/relationships with adults who do this may help with the coping strategy
Bibliotherapy
Cinematherapy--may both be useful--read and watch people who resoved achievement conflicts--movie suggestions include "Billy Elliott," "October Sky," "Smoke Signals," "Finding Forrester."
Create a welcoming learning environment
Author: Maureen Neihart
Purpose: examine achievment affiliation conflicts in gifted adolescents; offer strategies/interventions/supports to manage and to cope
Methodology: Cites three studies: National Educational Longitudinal Study--25,000 students tracked from 8th to 12th grades
Survey of 193 women graduates from Smith College
Study of 27 boys from low socioeconomic backgrounds attending an elite prep school
Studies--Conclusions/Implications
Research shows that: Hispanic and poor students drop out of school much more frequently than others
The achievement gap persists between black and white students
75% of affluent students go to college/50% of disadvantaged students do
(only 30% at Grand Prairie High School do)
Achievement/affiliation conflicts are common during adolescence among gifted females, gifted minority students, gifted disadvantaged students and some gifted males--these conflicts act as an eroding influence on their aspirations and self-concept
Academic disidentification is much more pronounced among African American males than any other group
Researchers postulate that peer influence has much to do with this disengagement--associating achievement with betrayal of the cultural group
Pursuit of academic excellence has psychological costs for minority and disadvantaged students--they feel invisible, marginalized, powerless, isolated, discriminated against, rejected by family and friends
In the study from Smith College: women from working class backgrounds reported significantly more social alienation and less academic preparedness
The study of 27 boys showed that they perceived lower expectations for themselves based on their economic status
They were also concerned that achievement might separate them from who they had been
Students with lower socioeconomic status may deny their talent not only bedfcause of conflicting messages, but they are uncomfortable negotiating the crossing of class boundaries. Minimizing abilities avoids discomfort.
Low income families may place more emphasis on marrying young and securing a job than going to college. Some see college as not worth the financial sacrifice; where no one in the family has college experience, they may be unaware of financial aid.
Coping strategies:
student organizations--band together, peer group networks, role models, mentors
Discussion of race, identity, achievement--talk, see, name the issues
Speakers-role models
Teach code switching--what behaviors are valued and acceptable in which environment, i.e. questioning authority and critical thinking may be valued in school, but not at home
Conversations/relationships with adults who do this may help with the coping strategy
Bibliotherapy
Cinematherapy--may both be useful--read and watch people who resoved achievement conflicts--movie suggestions include "Billy Elliott," "October Sky," "Smoke Signals," "Finding Forrester."
Create a welcoming learning environment
Lit Review 12
Title: Making a difference: motivating gifted student who are not achieving
Authors: Del Siegle and Betsy McCoach
Purpose: to explore the reasons why gifted students do not achieve and to suggest strategies to help them achieve
Methology: review of the literature--authors address self efficacy and self regulation
Authors' conclusions/implications:
There are four reasons for underachievement:
1) underlying physical, cognitive, or emotional issues
2) a mismatch between the student and the school environment
3) attitudes about themselves and their schooling
4) lack of self-regulation and study skills
Strategies for teachers to help underachiving gifted students:
explain the purpose for lessons and assignments
help students set short and long-term academic goals
help students see the long term benefits of classroom activities
invite community members into the classroom--connect learning to the "real world"
make personal connections with students--learning about their interests, integrate those into instruction
offer authentic choices for students to demonstrate mastery
present challenging material that students can master with effort
build in immediate feedback
treat students as if they are enthusiastic learners
keep a portfolio of work, observe and celebrate improvement
Give feedback--compliments--recognize achievement/attribute it to the development of the student
Teach study skills and time management
provide detailed assignment instructions and evalution rubrics
divide large tasks into smaller steps.
Authors: Del Siegle and Betsy McCoach
Purpose: to explore the reasons why gifted students do not achieve and to suggest strategies to help them achieve
Methology: review of the literature--authors address self efficacy and self regulation
Authors' conclusions/implications:
There are four reasons for underachievement:
1) underlying physical, cognitive, or emotional issues
2) a mismatch between the student and the school environment
3) attitudes about themselves and their schooling
4) lack of self-regulation and study skills
Strategies for teachers to help underachiving gifted students:
explain the purpose for lessons and assignments
help students set short and long-term academic goals
help students see the long term benefits of classroom activities
invite community members into the classroom--connect learning to the "real world"
make personal connections with students--learning about their interests, integrate those into instruction
offer authentic choices for students to demonstrate mastery
present challenging material that students can master with effort
build in immediate feedback
treat students as if they are enthusiastic learners
keep a portfolio of work, observe and celebrate improvement
Give feedback--compliments--recognize achievement/attribute it to the development of the student
Teach study skills and time management
provide detailed assignment instructions and evalution rubrics
divide large tasks into smaller steps.
Lit Review 11
Title: Feelings and attitudes of gifted students
Authors: Tiffany Field, Jeff Harding, Regins Yando, Ketty Gonzalez, David Lasko, and Debra Bendell, et al.
Methodology: study of 224 high school freshmen
62 were gifted, with IQ's of 132 or above
162 non-gifted
What data is being collected: multiple interviews with all students over a school year
Authors' conclusions/implications:
The gifted see themselves as more intimate with friends, assuming fewer family responsibilities and taking more risks. They see themselves as socially precocious. They feel the same as or better than their peers about their academic and social skills.
Authors: Tiffany Field, Jeff Harding, Regins Yando, Ketty Gonzalez, David Lasko, and Debra Bendell, et al.
Methodology: study of 224 high school freshmen
62 were gifted, with IQ's of 132 or above
162 non-gifted
What data is being collected: multiple interviews with all students over a school year
Authors' conclusions/implications:
The gifted see themselves as more intimate with friends, assuming fewer family responsibilities and taking more risks. They see themselves as socially precocious. They feel the same as or better than their peers about their academic and social skills.
Lit Review 10
Title: Gifted students with learning disabilities: recommnedations for identification and programming
Author: M. Elizabeth Nielsen
Author's methodology: examined school district diagnostic data for 22,000 children, tested over a 7 year period
researchers examined the school records, looking especially for students with learning and/or behavioral difficulities
If the IQ was over 120, the students were tested for giftedness
also, records for previously identified gifted students were examined to locate any with undiscovered learning disabilities
Researchers then looked for discrepancies between performance on intellectual ability measures and measures of academics, also looking for extreme scatter on subtests on intellectual measures
Recommendations:
Teachers and diagnosticians work as collaborative teams
Give students opportunities to react with similar peers
Author: M. Elizabeth Nielsen
Author's methodology: examined school district diagnostic data for 22,000 children, tested over a 7 year period
researchers examined the school records, looking especially for students with learning and/or behavioral difficulities
If the IQ was over 120, the students were tested for giftedness
also, records for previously identified gifted students were examined to locate any with undiscovered learning disabilities
Researchers then looked for discrepancies between performance on intellectual ability measures and measures of academics, also looking for extreme scatter on subtests on intellectual measures
Recommendations:
Teachers and diagnosticians work as collaborative teams
Give students opportunities to react with similar peers
Lit Review 9
Title: A longitudinal study of post-high school development in gifted individuals at risk for poor educational outcomes
Author: Jean Sunde Peterson
Author methodology:
14 gifted adolescents
4 year qualitative longitudinal study focusing on four developmental tasks:
gaining autonomy
becoming differentiated
establishing career direction
developing mature relationships
All participants completed Circumplex Model of Marital and Family Systems
Authors conclucions/implications:
conflict with parents proved to be a major factor in holding students back--it caused problems with gaining autonomy, establishing career direction, and developing mature relationships
Author: Jean Sunde Peterson
Author methodology:
14 gifted adolescents
4 year qualitative longitudinal study focusing on four developmental tasks:
gaining autonomy
becoming differentiated
establishing career direction
developing mature relationships
All participants completed Circumplex Model of Marital and Family Systems
Authors conclucions/implications:
conflict with parents proved to be a major factor in holding students back--it caused problems with gaining autonomy, establishing career direction, and developing mature relationships
Lit Review 8
Title: Underachievement among gifted students of color: Implications for educators
Authors: Donna Y. Ford, H. Richard Milner, and James L. Moore
Authors' Purpose for Writing: concern that gifted children of color are less often identified and often feel that they don't belong in gifted classes
Authors' Methodolgy: Interviews with gifted students of color--in several states, over several school years
Authors' conclusions/implications:
Educators should not only be concerned with challenging gifted students cognitively and academically, but should also focus their attention on students' identity, friends, belonging, and safety
Educators must address needs based on race, gender and socioeconomic stauts
Educators must ask "how does a student's culture affect his or her achievement?"
"How do a student's social needs affect his or her achievement?"
"How do psychological needs affect the achievement of gifted students of color?"
Educators must learn about various cultural characteristics--use these cultural learning styles to help students learn. Modify teaching styles to accommodate different cultural styles.
research shows that teachers who understand and integrate different cultural needs and styles into the curriculum enhance student achievement. Integrate not only heritage and learning, styles, but make the curriculum relevant
Authors: Donna Y. Ford, H. Richard Milner, and James L. Moore
Authors' Purpose for Writing: concern that gifted children of color are less often identified and often feel that they don't belong in gifted classes
Authors' Methodolgy: Interviews with gifted students of color--in several states, over several school years
Authors' conclusions/implications:
Educators should not only be concerned with challenging gifted students cognitively and academically, but should also focus their attention on students' identity, friends, belonging, and safety
Educators must address needs based on race, gender and socioeconomic stauts
Educators must ask "how does a student's culture affect his or her achievement?"
"How do a student's social needs affect his or her achievement?"
"How do psychological needs affect the achievement of gifted students of color?"
Educators must learn about various cultural characteristics--use these cultural learning styles to help students learn. Modify teaching styles to accommodate different cultural styles.
research shows that teachers who understand and integrate different cultural needs and styles into the curriculum enhance student achievement. Integrate not only heritage and learning, styles, but make the curriculum relevant
Subscribe to:
Posts (Atom)