ERIC Number: EJ943079
Record Type: Journal
Publication Date: 2011-Oct
Abstractor: As Provided
Black Father Involvement in Gifted Education: Thoughts from Black Fathers on Increasing/Improving Black Father-Gifted Teacher Partnerships
Grantham, Tarek C.; Henfield, Malik S.
Gifted Child Today, v34 n4 p47-53 Oct 2011
Black fathers are important advocates in addressing the underrepresentation of Black students in gifted programs, as well as the achievement gaps between Black and White students. Black fathers increasingly understand the important role that Black mothers have traditionally played in supporting their gifted children's school experiences. As a result, many are learning to value and embrace their fatherly role in nurturing their child's academic potential by establishing and cultivating relationships with gifted education teachers. Improving Black father and gifted education teacher partnerships requires examining assumptions about Black father involvement and acknowledging the shift in Black family images inspired by President Obama and the First [Black] Family. What are stereotypical views of Black men that undermine their motivation to become involved with schools or that hinder teachers' desire to work with Black men? What resources and support exist for gifted education teachers to engage Black fathers in the education of their children? In this article, the authors address these questions and related issues. Furthermore, they also share personal and professional insights to encourage teachers to understand and initiate Black father involvement through the lens of engagement, accessibility, and responsibility.
Descriptors: Gifted, Disproportionate Representation, African American Family, White Students, Fathers, Males, African American Students, Family Involvement, Academic Achievement, Parent Teacher Cooperation, Achievement Gap, Mothers, Partnerships in Education, African American Children, Parent Participation
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A