User Name:

Password:
Welcome Guest
Journals Home > Journal For The Education Of The Gifted > Volume 23 |  Issue 4 > Article Abstract
 

Abstract

Back to TOC
Reference
X

  • Au, K., & Jordan, C. (1981). Teaching reading to Hawaiian children: Finding a culturally appropriate solution. In H. Trueba, G. Guthrie, & K. Au (Eds.), Culture and the bilingual classroom: Studies in classroom ethnography (pp. 139–152). Rowley, MA: Newbury House.
  • Banks, C. A. M., & Banks, J. A. (1995). Equity pedagogy: An essential component of multicultural education. Theory Into Practice, 34, 152–157.
  • Banks, J. A. (1988). Multiethnic education: Theory of multiple intelligences. New York: Basic Books.
  • Banks, J. A. (1999). Introduction to multicultural gifted education (2nd ed.). Boston: Allyn and Bacon.
  • Banks, J. A., & Banks, C. A. M. (1995). Handbook of research on multicultural education. New York: Macmillan.
  • Baratz, S. S., & Baratz, J. C. (1970). Early childhood intervention: The social science base of institutionalized racism. Harvard Educational Review, 40, 29–50.
  • Borland, J. H. (1996). Gifted education and the threat of irrelevance. Journal for the Education of the Gifted, 16, 129–147.
  • Boykin, A. W. (1994). Afrocultural expression and its implications for schooling. In E. R. Hollins, J. E. King, & W. C. Hayman (Eds.), Teaching diverse populations: Formulating a knowledge base (pp. 225–273). Albany, NY: State University of New York Press.
  • Dabrowski, K. (1964). Positive integration. London: Gryf.
  • Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: New Press.
  • Dweck, C. S., & Elliott, E. S. (1983). Achievement motivation. In E. M. Hetherington (Ed.), Handbook of child psychology (4th ed., pp. 643–691). New York: John Wiley.
  • Ford, D. Y. (1995). A study of underachievement among gifted, potentially gifted, and general education students. Storrs: University of Connecticut, National Research Center on the Gifted and Talented.
  • Ford, D. Y. (1996). Reversing underachievement among gifted Black students: Promising practices and programs. New York: Teachers College Press.
  • Ford, D. Y. (1999). A study of factors affecting the career decision making of minority teachers to enter gifted education. Storrs: University of Connecticut, National Research Center on the Gifted and Talented.
  • Ford, D. Y., & Harris, J. J., III. (1999). Multicultural gifted education. New York: Teachers College Press.
  • Fordham, S. (1988). Racelessness as a factor in Black students’ school success: Pragmatic strategy or Pyrrhic victory? Harvard Educational Review, 58, 54–84.
  • Fordham, S., & Ogbu, J. U. (1986). Black students’ school success: Coping with the “burden of acting White.” The Urban Review, 18, 176–206.
  • Foster, M. (1994). Effective Black teachers: A literature review. In E. R. Hollins, J. E. King, & W. C. Hayman (Eds.), Teaching diverse populations: Formulating a knowledge base (pp. 225–241). Albany, NY: State University of New York Press.
  • Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
  • Gardner, H. (1985). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
  • Hale-Benson, J. (1986). Black children: Their roots, culture, and learning styles (2nd ed.). Baltimore: Johns Hopkins University Press.
  • Herrnstein, R. J., & Murray, C. (1994). The bell curve: Intelligence and class structure in American life. New York: The Free Press.
  • Howard, T. (1999). Effective teachers of African American students: A case of four teachers. Unpublished manuscript, Ohio State University, Columbus.
  • Irvine, J. J. (1990). Black students and school failure. Westport, CT: Greenwood.
  • Irvine, J. J. (1992). Black students and school failure: Policies, practices, and prescriptions. New York: Praeger.
  • Irvine, J. J., & York, E. D. (1995). Learning styles in culturally diverse students: A literature review. In J. A. Banks & C. A. M. Banks (Eds.). Handbook of research on multicultural education (pp. 484–497). New York: Macmillan.
  • Jordan, C. (1985). Translating culture: From ethnographic information to educational program. Anthropology and Education Quarterly, 16, 105–123.
  • King, J. E. (1994). The purpose of schooling for African American children: Including cultural knowledge. In E. R. Hollins, J. E. King, & W. C. Hayman (Eds.), Teaching diverse populations: Formulating a knowledge base (pp. 25–56). Albany, NY: State University of New York Press.
  • Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465–491.
  • Lee, C. D. (1985). Signifying as a scaffold for literary interpretation. Journal of Black Psychology, 21, 357–381.
  • Maker, J., & Shiever, S. W. (Eds.). (1984). Critical issues in gifted education: Defensible programs for cultural and ethnic minorities (Vol. 2). Austin, TX: PRO-ED.
  • Nel, J., & Seckinger, D. S. (1993). Johann Henrich Pestalozzi in the 1990s: Implications for today’s multicultural classrooms. The Educational Forum, 57, 394–401.
  • Pasteur, A. B., & Toldson, I. L. (1982). Roots of soul: The psychology of Black expressiveness. Garden City, NY: Anchor Press/Doubleday.
  • Paley, V. (1979). White teacher. Cambridge, MA: Harvard University Press.
  • Piechowski, M. M. (1997). Emotional giftedness: The measurement of interpersonal intelligence. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed.). New York: Allyn and Bacon.
  • Pepper, F. C., & Henry, S. L. (1986). Social and cultural effects on Indian learning style: Classroom implications. Canadian Journal of Native Education, 13, 54–61.
  • Schofield, J. W. (1986). Causes and consequences of the colorblind perspective. In J. F. Divido & S. L. Gaertner (Eds.), Prejudice, discrimination, and racism (pp. 231–253). New York: Academic Press.
  • Shade, B. J. (1982). Afro-American cognitive style: A variable in school success. Review of Educational Research, 52, 219–244.
  • Shade, B. J. (1994). Understanding the African American learner. In E. R. Hollins, J. E. King, & W. C. Hayman (Eds.), Teaching diverse populations: Formulating a knowledge base (pp. 175–189). Albany, NY: State University of New York Press.
  • Shade, B. J., Kelly, C., & Oberg, M. (1997). Creating culturally responsive classrooms. Washington, DC: American Psychological Association.
Fields marked with an asterisk * are mandatory.
 

Your Name:*
 

Your Email:*
 

Friend's Name:*
 

Friend's Email:*
 

Message:
 

 
Send CC to self
 

 
 

Bookmark
X
  • Volume 23
  •  Issue 4
  • Publication Date: Summer 2000



Creating Culturally Responsive Classrooms for Gifted African American Students

Donna Y. Ford, Tyrone C. Howard, J. John Harris, III, & Cynthia A. Tyson

The need to more effectively teach and meet the needs of culturally, racially, and linguistically diverse students occupies a great deal of attention in the field of education. In gifted education, much of the discussion centers on the underrepresentation of diverse students in programs and services for gifted students, with a growing body of work focusing on issues of underachievement among these students. In this article, we contend that one solution to these two issues is for schools to create culturally responsive classrooms. We describe the needs of diverse students, give several rationales for creating culturally responsive classrooms, and provide recommendations for creating classrooms that affirm diverse students.


ShoppingCart Summary

Shopping
Your cart is empty.