ERIC Number: EJ860953
Record Type: Journal
Publication Date: 2009
Reference Count: 22
The Scholar Identity Institute: Guiding Darnel and Other Black Males
Whiting, Gilman W.
Gifted Child Today, v32 n4 p53-56, 63 Fall 2009
Despite the major push for higher student outcomes in graduation, school achievement, and test scores, even when legislated (NCLB, 2001), too many students fail to persist in school, often choosing to drop out as their last resort (Bridgeland, DiIulio, & Morison, 2006). Specifically, one third of the nation's students drop out of school, even when they are not failing in school. Further, half of Black and Latino students do not graduate from high school (U.S. Department of Education, 2008). A number of studies have been conducted on factors that contribute to students' school disengagement and ultimate withdrawal. In this article, the author briefly examines recent reports on diverse students who dropped out of high school, and then discusses a program (the Scholar Identity Institute) that is designed to promote a scholar identity among Black males. Components of the scholar identity model and institute are described.
Descriptors: Academic Achievement, Males, African Americans, Academic Persistence, Dropouts, Hispanic Americans, Program Descriptions, Self Concept, Models, Summer Programs, Locus of Control, Self Efficacy, Metacognition, Achievement Need, Academic Ability
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A