|
|
Article: Racial identity, centrality and giftedness: an expectancy-value application of motivation in gifted African American students.(AFRICAN AMERICAN EXPERIENCES)
- Article from:
- Roeper Review
- Article date:
- April 1, 2008
- Author:
CopyrightCOPYRIGHT 2008 The Roeper School. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
|
In recent years, the research literature shows an increased interest in gifted African American students. Scholars are responding to the trend of underrepresentation of African Americans in gifted programs (Callahan, 2005; Harris, Brown, & Richardson, 2004; Moore, Ford, & Milner, 2005) by addressing the role of race and culture in the experiences of gifted African American students (Grantham & Ford, 2003; Morris, 2002; Rowley & Moore, 2002).
Ford (2002) and Grantham and Ford (2003) introduced ethnic identity as a useful construct with which to understand the psychosocial experiences of gifted African American students. Furthermore, Ford and her colleagues ...