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ERIC Number: ED550637
Record Type: Non-Journal
Publication Date: 2010
Pages: 230
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-6240-2
African American Male Giftedness: A High School's Work to Open Greater Access to College Preparatory Coursework
Suggs, Shenia L.
ProQuest LLC, Ed.D. Dissertation, Indiana University
African American and Latino students are typically underrepresented in programs for gifted learners. This research sought to discover the effect of educators who created a culture that identified the gifts and talents of African American male students for advanced placement course work. Information gleaned from this research may provide a window through which an understanding of the leadership and culture that supports recognition and academic achievement of African American males can be viewed. Ultimately, this study may shed additional light on how educators can create a culture that identifies and supports the gifts and talents of African American males. The staff of a large urban high school located in the Midwest developed a cohort program to address the low numbers of African American and Latino students in the advanced courses offered at the school. While most students in gifted and talented programs across the U.S. are identified at the elementary level, these students were identified in the eighth grade to participate throughout their high school careers. The findings revealed that the staff of the high school worked to achieve the goals of recruitment, support, and preparation for post-secondary placement of African American and Latino students. While the goals were met for many students, African American males shared their stories of struggles to participate in the program, including feelings of isolation and inadequacy. These feelings were exacerbated as they entered into rigorous coursework at the ninth grade when their white peers had been involved in this type of curriculum since early elementary school. Results suggested that with intentional program adjustments, the challenging of a staff's belief systems, and a pedagogy specific to African American males, this well-meaning, dedicated, and caring staff could further reach more students and meet the goals of the program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A