ERIC Number: EJ1030169
Record Type: Journal
Publication Date: 2014-Jul
Abstractor: As Provided
Reference Count: 28
From Bystander to Upstander Teacher for Gifted Black Students Accused of Acting White
Grantham, Tarek C.; Biddle, Winfred H.
Gifted Child Today, v37 n3 p178-187 Jul 2014
Gifted Black students experience many barriers that contribute to their under-representation in gifted and advanced programs. One of the greatest negative influences comes from peer accusations of acting White that undermine gifted and high-achieving Black students' academic motivation and their interest in challenging courses and programs. While some teachers are unaware of the acting White phenomenon as a form of race bullying, other teachers may stand by and watch gifted Black students succumb to the pressures imposed by their Black peers. This article calls attention to bullying and the acting White phenomenon and encourages teachers to become upstanders for gifted Black students. Upstanders are educators who recognize race-bullying situations and take conscientious, deliberate, and immediate steps to aid gifted Black students in need of help.
Descriptors: African American Students, Academically Gifted, Student Motivation, Peer Influence, Whites, Racial Factors, Bullying, Teacher Role, Student Behavior, Identification (Psychology), Victims, Educational Environment
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
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