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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 7 results
Key Theories and Frameworks for Improving the Recruitment and Retention of African American Students in Gifted Education
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Ford, Donna Y.; Moore, James L., III; Scott, Michelle Trotman – Journal of Negro Education, 2011
An issue of much concern, and under much scrutiny and debate, is the persistent and extensive under-representation of African American students in gifted education. A number of efforts have been proposed and implemented to improve their recruitment and retention, but to little or no avail Progress has been slow or non-existent in many cases. In…
Descriptors: African American Students, Student Recruitment, Special Education, Academically Gifted
Perceptions of Attention Deficit Hyperactivity Disorder in One African American Community.
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Davidson, Judy C.; Ford, Donna Y. – Journal of Negro Education, 2001
Studied the views of parents and educators about the causes and treatments of attention deficit hyperactivity disorder (ADHD) through 45 hours of interviews with 25 participants at 4 urban schools. Results show that parents and educators have a socially constructed view of ADHD and are less likely to use stimulant medicine for the treatment of…
Descriptors: Attention Deficit Disorders, Blacks, Etiology, Interviews
The American Achievement Ideology and Achievement Differentials among Preadolescent Gifted and Nongifted African American Males and Females.
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Ford, Donna Y.; Harris, J. John, III – Journal of Negro Education, 1992
Describes social, cultural, and psychological factors that can influence academic achievement of African-American students by gender and placement in gifted or nongifted academic programs. Results with 148 African-American fifth and sixth graders in an urban Ohio elementary school demonstrate more importance for academic program than for gender.…
Descriptors: Academic Achievement, Academically Gifted, Black Students, Cultural Influences
Black Students' Achievement Orientation as a Function of Perceived Family Achievement Orientation and Demographic Variables.
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Ford, Donna Y. – Journal of Negro Education, 1993
Examines family achievement orientation (parental beliefs regarding education) perceived by 73 fifth-grade and 75 sixth-grade African-American students (59 males and 89 females) in an urban school district. Studies how these perceptions affect students' achievement orientation. Family demographic variables contribute little to achievement…
Descriptors: Academic Achievement, Achievement Need, Beliefs, Black Students
Identifying and Nurturing the Promise of Gifted Black American Children.
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Harris, J. John, III; Ford, Donna Y. – Journal of Negro Education, 1991
Examines barriers to the effective recognition and assistance of gifted Black American children, including inadequate definitions, theories, and identification procedures. Discusses rationales for reexamining and broadening definitions and theories of giftedness to make them more applicable to Blacks. Presents prescriptions for change and…
Descriptors: Black Students, Comprehensive Programs, Cultural Differences, Culture Fair Tests
Desegregation of Gifted Educational Programs: The Impact of Brown on Underachieving Children of Color.
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Ford, Donna Y.; Webb, Karen S. – Journal of Negro Education, 1994
Discusses the severe underrepresentation of children of color in public school programs for the gifted and their concomitant overrepresentation in Special Education programs. The authors suggest policy, legal, and educational strategies for assuring equitable representation of black students in gifted programs and otherwise reversing…
Descriptors: Academically Gifted, Black Students, Equal Education, Guidelines
Desegregating Gifted Education: A Need Unmet.
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Ford, Donna Y. – Journal of Negro Education, 1995
Suggests ways to desegregate education programs for the gifted and to redress inequities in gifted education. The usefulness of contemporary definitions of giftedness, theories of intelligence, and assessment practices in identifying gifted students are discussed. Retaining African Americans in gifted programs is also considered. (SLD)
Descriptors: Ability Identification, Academically Gifted, Access to Education, Black Students