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Peer reviewedFord, Donna Y. – Urban Education, 1992
Studies gender differences in the U.S. achievement ideology for 48 gifted and 100 nongifted African-American fifth and sixth graders (59 males and 89 females) in an urban Ohio school district. Results indicate no differential determinants of underachievement by gender but show significant differences by gifted and nongifted academic programs. (SLD)
Descriptors: Academic Achievement, Academically Gifted, Attribution Theory, Black Students
