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ERIC Number: ED388012
Record Type: RIE
Publication Date: 1994-Sep
Reference Count: N/A
The Recruitment and Retention of African-American Students in Gifted Education Programs: Implications and Recommendations. Recruitment and Retention Research-Based Decision Making Series 9406.
Ford, Donna Y.
This report describes barriers to the successful recruitment and retention of African American students in gifted education programs and services, and offers recommendations for ensuring successful recruitment and retention of this population. Barriers to recruitment identified include: inadequate identification practices, too little attention given to non-intellectual barriers to achievement, too little attention given to learning style preferences, over-reliance on quantitative definitions of underachievement, and lack of family involvement in the educational process. Placement factors which educators should consider include service options, demographic variables, family concerns, and academic needs. Educators also need to address the following barriers to retention: classroom climate; the need for multicultural focus in education, curriculum, and inservice training for teachers; counseling personnel trained in gifted and multicultural education; recruitment of racially and culturally diverse teachers in gifted education; increased parental/family involvement; increased collaboration among professionals; early identification; and program evaluation. Recommendations are offered in the areas of: (1) equitable identification and assessment; (2) compatibility of placement; (3) increased emphasis on retention; (4) needs assessment, especially regarding underrepresentation of African Americans in gifted programs; (5) collaboration with allies in the African American community; (6) collaboration with a variety of relevant organizations; and (7) equitable allocation of resources. (Contains approximately 175 references.) (DB)
Descriptors: Ability Identification, Academic Achievement, Access to Education, Black Students, Cultural Differences, Cultural Influences, Delivery Systems, Elementary Secondary Education, Equal Education, Gifted, Multicultural Education, Needs Assessment, Resource Allocation, School Holding Power, Special Programs, Student Attrition, Student Placement, Student Recruitment, Talent, Talent Identification
NRC/GT, The University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269-2007.
Publication Type: Opinion Papers; Information Analyses
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on the Gifted and Talented, Storrs, CT.
Identifiers: African Americans