Beyond Self-Concept and Self-Esteem for African American Students: Improving Racial Identity Improves Achievement

By Tarek Grantham, D. Ford. 2003

124 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/332e686bf48cb41068414e8884657ad7ae5c5b08

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. James L. Moore
2. H. Richard Milner
3. F. Worrell
4. Shaun R. Harper
5. S. Blaas
6. H. Stevenson
7. D. Ford
8. S. Peters

In Experimental and Cognitive Psychology

1. James L. Moore
2. F. Worrell
3. H. Richard Milner
4. S. Blaas
5. Shaun R. Harper
6. D. Ford
7. S. Peters
8. D. Lohman

Citations in the corpus

• Peer Support for African American Male College Achievement: Beyond Internalized Racism and the Burden of “Acting White” (2006, background): “Grantham and Ford (2003) argue that too few efforts are employed to improve Black student achievement in school and educators need to focus on helping academically talented students develop healthy racial identities and affirming relationships with their same-race peers.”
• Measuring the Meaning of Black Media Stereotypes and Their Relationship to the Racial Identity, Black History Knowledge, and Racial Socialization of African American Youth (2014, result): “Self-esteem scores for this sample were relatively high as supported by prior self-esteem research with Black adolescents (Grantham & Ford, 2003; Teasley & Lee, 2006; Young-Hyman, Schlundt, Herman-Wenderoth, & Bozylinski, 2003).”
• Recruitment Is Not Enough: Retaining African American Students in Gifted Education (2005, background): “Teachers, counselors, and psychologists who are unfamiliar with theories of racial identity and the inf luence of racial identity on achievement are not likely to have success in recruiting and retaining gifted African American students (Grantham & Ford, 2003).”
• Individual and Social Factors Related to Urban African American Adolescents' School Performance (2008, unknown): “African American students who excel academically could be ridiculed by their peers as “acting white” (Fordham & Ogbu, 1986; Grantham & Ford, 2003).”
• The Relationship Between Social-Emotional Difficulties and Underachievement of Gifted Students (2014, background): “These gifted minority students are at very high risk of underachieving (Baldwin & Vialle, 1999; Ford, 1995; Grantham & Ford, 2003; Moore, 2003; Ogbu, 2003).”
• Ethnic Identity, Academic Achievement, and Global Self-Concept in Four Groups of Academically Talented Adolescents (2007, background): “…few articles examining these social identity variables in gifted and talented students, and most of these are theoretical rather than empirical (e.g., Ford, 2002; Ford-Harris, Schuerger, & Harris, 1991; Grantham & Ford, 2003; Moore, Ford, & Milner, 2005; Morris, 2002; Rowley & Moore, 2002).”