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Missing in Action: Gifted Black Girls in Science, Technology, Engineering, and Mathematics
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Collins, Kristina Henry; Joseph, Nicole M.; Ford, Donna Y. – Gifted Child Today, 2020
Many commonplace stories, including the authors and those they have heard, substantiate a critical and undeniable truth: marginalized and underrepresented students' development through the science, technology, engineering, and mathematics (STEM) pipeline is centered on race and gender and is impacted by (un)intentional and (in)formal interactions…
Descriptors: Academically Gifted, Females, African American Students, STEM Education
A Matter of Equity: Desegregating and Integrating Gifted and Talented Education for Under-Represented Students of Color
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Ford, Donna Y.; Wright, Brian L.; Trotman Scott, Michelle – Multicultural Perspectives, 2020
Access to gifted and talented education (referral, identification, and classes) and advanced classes has been challenging for two student groups of color--Black and Hispanic students. More than 10 years of data from the Office for Civil Rights, Civil Rights Data Collection and numerous reports reveal that discrimination is in operation and gravely…
Descriptors: Equal Education, Racial Integration, Academically Gifted, Disproportionate Representation
Access and Equity Denied: Key Theories for School Psychologists to Consider When Assessing Black and Hispanic Students for Gifted Education
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Ford, Donna Y.; Wright, Brian L.; Washington, Ahmad; Henfield, Malik S. – School Psychology Forum, 2016
Black and Hispanic students are consistently underrepresented in gifted education. Several factors contribute to their low identification and lack of access to such programs and services. While teacher underreferral is a significant contributing factor, problematic also is testing and assessment, which is often administered by school…
Descriptors: African American Students, Hispanic American Students, Academically Gifted, Talent Identification
Creating Culturally Responsive Classrooms for Gifted Students
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Ford, Donna Y. – Understanding Our Gifted, 2006
Whether individuals like it or not, they have witnessed and will continue to witness a drastic increase in the number of culturally and linguistically diverse (CLD) students in schools. This increase is not being mirrored in gifted education. Why do gifted programs remain so stubbornly void of diversity? The author believes that attitudes in the…
Descriptors: Academically Gifted, Culturally Relevant Education, Cultural Relevance, Classroom Environment
Retention of African Americans in Gifted Education: Lessons Learned from Higher Education
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Moore, James L., III; Ford, Donna Y.; Owens, Delila; Hall, Ted; Byrd, Melendez; Henfield, Malik; Whiting, Gilman W. – Mid-Western Educational Researcher, 2006
Predominately White institutions of higher education have focused a considerable amount of attention on the underrepresentation of African American and other ethnically diverse students in colleges and universities. To address this problem, colleges and universities have focused not just on recruitment but also on the retention of African American…
Descriptors: African American Students, Higher Education, Academically Gifted, Disproportionate Representation