Henfield, M. S., Moore, J. L., & Wood, C. (2008). Inside and outside gifted education programming: Hidden challenges for African American students.Exceptional Children, 74(4), 433-450. This qualitative study used Critical Race Theory as a theoretical framework to examine the meaning, context, and process by which 12 African American students in… read more
Recruitment is not enough: Retaining African American students in gifted education
Moore, J. L., Ford, D. Y., & Milner, H. R. (2005). Recruitment is not enough: Retaining African American students in gifted education. Gifted Child Quarterly,49(1), 51-67. In public school systems all around the country, educators—teachers, counselors, and administrators—have made significant progress in identifying and recruiting diverse populations in gifted and… read more
Definition, Identification, Identity, and Culture: A Unique Alchemy Impacting the Success of Gifted African American Millennial Males in School
Bonner, F. A., Lewis, C. W., Bowman-Perrott, L., Hill-Jackson, V., & James, M. (2009). Definition, Identification, Identity, and Culture: A Unique Alchemy Impacting the Success of Gifted African American Millennial Males in School.Journal for the Education of the Gifted, 33(2), 176-202. This article focuses on the underrepresentation of African American… read more
Factors that impact transitions between a regular-educational program and a gifted program: The perceptions of four African-American males
Slanina, A. M. (1996). Factors that impact transitions between a regular-educational program and a gifted program: The perceptions of four African-American males. Journal for the Education of the Gifted, 20(1), 54-83. Several programmatic strategies for gifted students involve removal from the regular classroom in order to attend special schools, resource… read more