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ERIC Number: ED429394
Record Type: Non-Journal
Publication Date: 1995-Sep
Pages: 87
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Study of Achievement and Underachievement among Gifted, Potentially Gifted, and Average African-American Students.
Ford, Donna Y.
This report presents results of a cross-sectional study of achievement and underachievement in middle and high school (grades 6 to 9) African-American students in five mid-Atlantic school districts in 1995. Interviews with 152 African-American students, of whom 44 were identified as gifted, were conducted. Students were asked about their perceptions of factors that negatively or positively affect their achievement. Nine variables were investigated: racial/ethnic identity, test anxiety, attitudes toward school subjects, support for the achievement ideology, perceptions of the learning environment, and the influence of psychological, social, and cultural/familial factors. Regression analysis identified 62 students as underachievers and 87 as achievers. Half of the males and 37 percent of the females were underachieving. Comparison of three academic groups (gifted, potentially gifted, and average students) and two achievement levels (achievers and underachievers) found that 11 percent were gifted underachievers, 18 percent were gifted achievers, 18 percent were potentially gifted underachieves, 27 percent were potentially gifted achievers, 12 percent were average achievers, and 13 percent were average underachievers. The variables which discriminated best among these groups were: (1) students' attitudes toward reading, math, and science; (2) students' perceptions of parental achievement orientation; and (3) students' own achievement ideology. The interview protocol is attached. Contains 80 references. (DB)
NRC/GT, University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269-2007.
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on the Gifted and Talented, Storrs, CT.; Virginia Univ., Charlottesville.