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Key theories and frameworks for improving the recruitment and retention of African American students in gifted education

Authors:
Donna Y. Ford at The Ohio State University
Donna Y. Ford
James L. Moore III at The Ohio State University
James L. Moore III
Michelle Frazier Trotman Scott at University of West Georgia
Michelle Frazier Trotman Scott
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Abstract

An issue of much concern, and under much scrutiny and debate, is the persistent and extensive under-representation of African American students in gifted education. A number of efforts have been proposed and implemented to improve their recruitment and retention, but to little or no avail. Progress has been slow or non-existent in many cases. In this article, we propose that several theories and conceptual frameworks can guide educators and decision makers in gaining a better understanding of under-representation. In understanding the barriers to recruitment and retention through the lens of theories and frameworks, we can develop solutions that work. Nine theories and frameworks are presented
Ford et al Key theories J
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Key Theories and Frameworks for Improving the Recruitment and Retention of African American Stude...
Ford, Donna Y;Moore, James L;Scott, Michelle Trotman
The Journal of Negro Education; Summer 2011; 80, 3; ProQuest Central
pg. 239
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... Deficit thinking has been isolated by Ford, Moore and Trotman Scott (2011) as the "major reason gifted underrepresentation exists, persists and is so extensive or pervasive" amongst certain cultural minorities (p. 240). ...
... 97); or acknowledgment of cultural difference, but in a negative way. Deficit thinking occurs when educators adopt the second and third of these responses, usually meaning that they hold stereotypic views of cultural minority groups (Ford, Moore & Trotman Scott, 2011). Further, deficit thinking ascribes poor performance to the student or to the student's cultural background, and fails to acknowledge the role played by systemic factors (Ford, Moore & Trotman Scott, 2011). ...
... Deficit thinking occurs when educators adopt the second and third of these responses, usually meaning that they hold stereotypic views of cultural minority groups (Ford, Moore & Trotman Scott, 2011). Further, deficit thinking ascribes poor performance to the student or to the student's cultural background, and fails to acknowledge the role played by systemic factors (Ford, Moore & Trotman Scott, 2011). ...
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