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Annotated Bibliography On African Americans

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Annotated Bibliography
Yula Chang
Pepperdine University
MATP 691

Ford, D. Y. & Grantham, T. C. (2003). Providing access for culturally diverse gifted students: From deficit to dynamic thinking. Theory Into Practice, 42(3), 217-225.
In this article, Ford and Grantham discuss factors of underrepresentation of Blacks, Hispanics, and Native American gifted students that were successfully recruited and retained by a few school districts in the United States. Educators, program directors, and administrators marginalizing the gifted minority students to deficit thinking cause the underrepresentation. The authors demonstrate the evolution of deficit thinking from mid 1980s to the beginning of the millennium; claiming some educators …show more content…
However, their emphasis in this article is primarily of African American students. Their research comprises mostly the study of African Americans because to discuss different cultural groups would be too vast and comprehensive for their allotted space in this section of the digest. The authors introduce the Maker and Schiever’s cultural models designed specifically for African Americans, Hispanics, and Asian Americans, and Native Americans; but, for the purpose of this digest, they use African Americans as a case in point. The authors include other minority students when discussing several contributing factors to their underachievement. Self-esteem, attitudes towards school, racial identity, need for peer acceptance and approval, are issues that cause underachievement among minority gifted students. Family background also impact underachievement. Aggressive parents who set high goals for themselves model those characteristics to their children; therefore, their children are more likely to be higher achievers than students without that type of support at home. Of course the school environment can also impact a student’s work performance. The digest concludes suggestions of reversing underachievement by requiring specific interventions. To see positive results, Ford and Thomas suggest schools should tailor the needs of those students to address the issues mentioned …show more content…
It focuses on the characterization, root causes, and specific strategies on reversing underachievement in gifted students. In the beginning of the article, there “is a discrepancy between a child’s school performance and some index of the child’s ability. If children are not working to their ability in school, they are underachieving” (p. 47). Once a decision is made as to the meaning of underachievement, Hoover-Schultz explains the approaches one should take in identifying the root causes. He divides the causes into two factors of groups: school environment and personal, family matters at home. In school, peer groups have the biggest impact on underachievement; issues on importance of sports, competition, and social status can have the biggest impact on their academic achievement. Individual factors such as low self-esteem, lack of aspirations and goals, feelings of inferiority can contribute to underachievement. Difficult relationships at home coupled with lack of rules and standards can also lead to gifted

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