Gilman W. Whiting

From At Risk to At Promise: Developing Scholar Identities Among Black Males

Black males and females are consistently underrepresented in gifted programs. Just as unfortunate, countless reports and studies indicate that too many Black males are not succeeding in school settings. A scholar identity model, grounded in various achievement-based theories, is shared in this article as one solution to addressing the educational and social plight of Black male adolescents. In addition to presenting the model, suggestions for prevention and intervention are provided.

Gifted Black Males: Understanding and Decreasing Barriers to Achievement and Identity.

Black males as a group experience disproportionate amounts of school failure. Compared to Black females and White males, for example, Black males have the highest dropout rates, poorest achievement, and lowest test scores. Further, they are sorely under-represented in gifted education and over-represented in special education. Of those Black males who do succeed in school settings, certain characteristics seem to be evident. In this article, I share these characteristics in what I am calling a scholar identity model. First, however, I discuss achievement barriers that many gifted Black males seem to face. The article ends with some recommendations for educators as they work to improve the educational status of Black males identified as gifted.

Beyond Testing: Social and Psychological Considerations in Recruiting and Retaining Gifted Black Students

For more than a half century, concerns have existed about the persistent underrepresentation of African American students in gifted education and Advanced Placement classes. Various recommendations to reverse underrepresentation have been proposed, with the majority focusing on testing and assessment instruments. Nonetheless, progress has been inadequate as underrepresentation persists at high levels nationally, especially among Black males. Clearly, we must continue to find more effective tests and instruments, but we cannot stop there. In this article, we propose that, in the process of focusing on more effective ways to recruit and retain African American students, greater attention must be given to social and psychological factors, namely peer pressures and racial identity. Equally important, we must consider gender—the differential experiences of Black males and females. The discussion of these issues is followed by recommendations for change for educators.

The Scholar Identity Institute: Guiding Darnel and Other Black Males.

Despite the major push for higher student outcomes in graduation, school achievement, and test scores, even when legislated (NCLB, 2001), too many students fail to persist in school, often choosing to drop out as their last resort (Bridgeland, DiIulio, & Morison, 2006). Specifically, one third of our nation’s students drop out of school, even when they are not failing in school (Bridgeland et al., 2006). Further, half of Black and Latino students do not graduate from high school (U.S. Department of Education, 2008). A number of studies have been conducted on factors that contribute to students’ school disengagement and ultimate withdrawal. In this column, I briefly examine recent reports on diverse students who dropped out of high school, and then discuss a program (the Scholar Identity Institute) that is designed to promote a scholar identity among Black males.

Cultural Competence: Preparing Gifted Students for a Diverse Society

It is common knowledge that our schools and society have changed in many ways, especially due to increasing immigration. Between 1972 and 2004, for example, the percentage of culturally diverse students doubled. The majority of scholarship in education seems to focus on how these changes and trends impact educators and their competence in working with diverse students. In this article, we take a different approach and focus on students. We contend that, like teachers, gifted students must have formal educational experiences that prepare them for the ever-changing nation and world, thus helping them to become culturally competent.

Conducting Cross-Cultural Research: Controversy, Cautions, Concerns, and Considerations

In this article, the authors share concerns and considerations for researchers conducting cross-cultural research in gifted education. They contend that researchers should be mindful of the need to consider their own humanness—their beliefs, assumptions, attitudes, values, paradigms—and the limitations of their humanness when working with research participants from racially, culturally, and linguistically diverse backgrounds, especially those backgrounds that differ from their own. Furthermore, the authors assert that research is culture bound and that it is very difficult to conduct research where circumstances, demographics, and context can be ignored, minimized, negated, or in any way trivialized. Examples are presented of racially, culturally, and linguistically responsive researchers.

Biracial and Multiracial Gifted Students: Looking for a Grain of Rice in A Box of Sand

Abstract As the United States continues to see an increase in biracial and multiracial citizens, there has been limited scholarship on gifted students who identify as biracial and/or multiracial. Thus, this chapter seeks to fill this void in the literature. We discuss demographics for self-identified biracial/multiracial persons, share two biracial or multiracial identity development models, and describe the characteristics of gifted biracial/multiracial students. We conclude this chapter with recommendations for education professionals and families to support this unique group of students.

Considering Fisher v. University of Texas–Austin: How Gifted Education Affects Access to Elite Colleges for Black and Underrepresented Students

Access to and equity in education, as measured by race, gender, and socioeconomic status (SES/class), have long been debated in America. From slavery to freedom, Blacks in particular faced the systematic denial of education codified in law. Although there were men and women of color who earned degrees in the early 1800s (e.g., Alexander Lucius Twilight 1823, Middlebury College, and Lucy Ann Stanton 1850, Oberlin College), the vast majority of Blacks in the newly developing nation were unable to access any usable education. The turn of the 19th century ushered in Jim Crow laws (Plessy v. Ferguson, 1896), separate but equal. While allowing newly emancipated poor Blacks the ability to seek an education, the laws so severely limited access to equal and equitable education, it would take more than another half century (Brown v. Board, 1954) before the highest court in the land would declare segregation unconstitutional and unequal.