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ERIC Number: EJ1063220
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: EISSN-2158-592X
Resisting Dark Chocolate: A Journey through Racial Identity and Deficit Thinking: A Case Study and Solutions
Trotman Scott, Michelle
Interdisciplinary Journal of Teaching and Learning, v4 n1 p43-55 Spr 2014
Research indicates that Black children with darker complexions experience more difficulty being accepted by Whites and their Black peers; and they are believed to be less intelligent than White and lighter complexion Black students. It also reveals that the innocence young children have regarding differences between themselves and others do not last long. Too often, children of color learn that others do not embrace their race, complexion, and/or cognitive abilities. These encounters can cause many darker complexion African-American children to feel inadequate and incapable of meeting social and academic standards. This case study examined the life events of Celise, an unidentified gifted Black female, through the lens of Cross' racial identity model (Cross, 1991; Vandiver & Cross, 2001) and deficit thinking (Valencia, 2010). Personal and elementary school events by her mother are discussed, and suggestions for educators of gifted Black female students are shared.
Southern University and A & M College. College of Education, Arts and Humanities, PO Box 9983, Baton Rouge, LA 70813. Tel: 225-771-2291; Fax: 225-771-2292; e-mail: coeijtl@subr.edu; Web site: http://www.subr.edu/index.cfm/subhome/36
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A