Great11 - Gifted Child Quarterly http/

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View Full Document Right Arrow Icon Gifted Child Quarterly DOI: 10.1177/001698620504900106 2005; 49; 51 Gifted Child Quarterly James L. Moore, III, Donna Y. Ford and H. Richard Milner Recruitment Is Not Enough: Retaining African American Students in Gifted Education The online version of this article can be found at: Published by: On behalf of: National Association for Gifted Children can be found at: Gifted Child Quarterly Additional services and information for Email Alerts: Subscriptions: Reprints: Permissions: Citations by Katherine Prammer on April 21, 2009 Downloaded from
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A recurring theme in education is the underrepre- sentation of African American, Hispanic American, and Native American students in gifted education programs. As discussed by numerous scholars (Bernal, 2002; Ford, 1998, 2002; Frasier & Passow, 1994), recruiting diverse students in gifted programs has been the primary focus for addressing their underrepresentation. Recruitment efforts—screening, assessment, and placement—have focused on: (a) finding appropriate instruments, namely culturally sensitive tests of intelligence and achieve- ment, to assist with screening, referral, and placement decisions; (b) increasing teacher referrals of diverse stu- dents; and (c) creating or improving nomination forms and checklists that capture the strengths of diverse groups. In 1994, Ford argued that diverse students’ rep- resentation can only increase when educators and other decision makers focus on “recruiting and retaining” diverse students in gifted education. Stated differently, Ford urged educators to go beyond the notion of refer- ral, screening, and placement (i.e., recruitment) and find better ways to recruit students of color and more effective and innovative ways of keeping these students in gifted programs. To date, few studies have focused on factors that affect the retention of students of color in gifted pro- Recruitment Is Not Enough: Retaining African American Students in Gifted Education James L. Moore III Donna Y. Ford and H. Richard Milner The Ohio State University Vanderbilt University ABSTRACT In public school systems all around the country, edu- cators—teachers, counselors, and administrators— have made significant progress in identifying and recruiting diverse populations in gifted and enrich- ment programs. Despite the efforts, too many African American students and other students of color (e.g., Hispanic Americans and Native Americans) are not faring well in gifted education. The social and cultur- al obstacles (e.g., racial and ethnic prejudice, negative peer pressure, poor parental involvement, negative teacher and counselor expectations, etc.) that students of color, particularly African Americans, face in gifted education are well known. In order to improve
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Great11 - Gifted Child Quarterly http/

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