35729521 - Roeper Review, 30:111120, 2008 Copyright The...

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Roeper Review , 30:111–120, 2008 Copyright © The Roeper Institute ISSN: 0278-3193 print / 1940-865X online DOI: 10.1080/02783190801955103 UROR Racial Identity, Centrality and Giftedness: An Expectancy-Value Application of Motivation in Gifted African American Students Motivation of Gifted Black Students Kelly A. Rodgers This article explores the interaction between racial and ethnic identity, racial centrality, and giftedness and then uses an expectancy-value motivation model as a framework for under- standing how the interplay among racial identity, centrality, and giftedness contributes to the motivation of African American gifted students. The analysis begins by defining racial and ethnic identity and discussing their relationship to racial centrality. Next, the interactions among racial and ethnic identity, centrality, and some socio-emotional aspects associated with giftedness are examined. An expectancy-value model then provides a framework for under- standing how race centrality, racial/ethnic identity, and giftedness influence the motivational patterns of gifted African American students. Suggestions for future research are provided. In recent years, the research literature shows an increased interest in gifted African American students. Scholars are responding to the trend of underrepresentation of African Americans in gifted programs (Callahan, 2005; Harris, Brown, & Richardson, 2004; by addressing the role of race and culture in the experiences Ford (2002) and Grantham and Ford (2003) introduced eth- nic identity as a useful construct with which to understand the psychosocial experiences of gifted African American students. Furthermore, Ford and her colleagues advocated the addition of a multicultural component as a means to increase the identifi- cation of gifted African American students, as well as to Harris, 2005; Ford & Moore, 2006; 2006; Moore et al., 2005). Other scholars (e.g., A. Baldwin, Frasier, 1996) also emphasized the importance of developing alternate ways of identifying talents in students from diverse backgrounds, including the development of alternate identifi- cation methods such as the Frasier Talent Assessment Profile (F-TAP; Frasier, 1991b). Related to, but distinct from the literature on gifted African Americans, is a third line of research that focuses on academic achievement and attitudes among African American students in general (Bennett, 2006). Cokley (2000, 2003) addressed academic motivation in African American college students and challenged the myth of anti- intellectualism among these students. Within this segment of research is a literature base that specifically addresses the academic motivation of African American students (Cokley, 2003; Gordon Rouse & Austin, 2002; Graham,
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This note was uploaded on 10/07/2009 for the course EDP 300 taught by Professor West during the Spring '09 term at West Chester.

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35729521 - Roeper Review, 30:111120, 2008 Copyright The...

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