Henfield, M. S. (2012). The Stress of Black Male Achievement: Ten Nonnegotiables. Gifted Child Today, 35(3), 215-219. Oftentimes, when the subject of Black students’ talent maximization in gifted and advanced courses and programs is broached, students are treated as a monolithic entity. In fact, there is considerable evidence to suggest that unsuccessful… read more
Hearing footsteps in the dark: African American students’ descriptions of effective teachers
Howard, T. C. (2002). Hearing footsteps in the dark: African American students’ descriptions of effective teachers. Journal of Education for Students Placed at Risk, 7(4), 425-444. There has been scant research examining African American students’ perceptions of their learning environments. Nonetheless, the persistent underachievement of African American students merits an investigation into… read more
Project 2011 and the Preparation of Black and Latino Students for Admission to Specialized High Schools in New York City
Ebanks, M. E., Toldson, I. A., Richards, S., & Lemmons, B. P. (2012). Project 2011 and the Preparation of Black and Latino Students for Admission to Specialized High Schools in New York City. The Journal of Negro Education,81(3), 241-251. Public elite and specialized high schools in New York City have a… read more
Commentary: 75 Years after the” Mis-education of the Negro”: New Imperatives for the Education of Black Males.
Toldson, I. A., Brown, R. L. F., & Sutton, R. M. (2009). Commentary: 75 Years after the” Mis-education of the Negro”: New Imperatives for the Education of Black Males. The Journal of Negro Education, 78(3), 195-203. In 1933, Dr. Carter G. Woodson proclaimed, “Those who have not learned to do for… read more