Beyond deficit thinking: Providing access for gifted African American students

By Donna Y. Ford, J. Harris, Cynthia A. Tyson, M. Trotman. 2001

275 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/6e4a7a38448c9aaca536079988dfb995ae14a643

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Fourth-Grade Teachers' Perceptions of Giftedness: Implications for Identifying and Serving Diverse Gifted Students (2007, background): “As Ford (2002) indicated in her summary of the literature on testing for minority and low-SES students, such students may perform poorly on paperand-pencil tasks, do not perform well on culturally biased tests (Kaufman, 1994), have learning styles different from White students (Shade, Kelly, &…”
Follow-Up with Students After 6 Years of Participation in Project EXCITE (2009, background): “…VanTasselBaska, Feng, & de Brux, 2007; VanTassel-Baska, Johnson, & Avery, 2002), and nonverbal ability tests (Bracken, VanTassel-Baska, Brown, & Feng, 2007; Ford et al., 2002; VanTassel-Baska et al., 2007) so that students can develop their talents and potential abilities regardless of their color.”
Recruitment Is Not Enough: Retaining African American Students in Gifted Education (2005, background): “In addition, Ford et al. (2002) contended that deficit thinking by teachers and other school personnel (e.g., counselors and administrators) about African American students lie at the heart of the persistent and pervasive underrepresentation of such students in gifted education.”
Inside and outside Gifted Education Programming: Hidden Challenges for African American Students (2008, background): “Some evidence indicates the impact of race and racial identity on gifted African American students; however, given the relative scarcity of research on gifted African American students as a whole (Ford, 1998; Ford et al., 2002), it is not surprising that the research literature related to the social”
The Efficacy of Academic Acceleration for Gifted Minority Students (2010, background): “Researchers (Banks, 1999; Ford, 1996; Ford et al., 2002; Ford & Grantham, 2003; Hanushek & Rivkin, 2006; Irvine & York, 1995; Milner, Tenore, & Laughter, 2008) call for teachers to present multicultural content and be knowledgeable of how culture affects learning.”
Providing Access for Culturally Diverse Gifted Students: From Deficit to Dynamic Thinking (2003, background): “This article is a revision of Ford et al. (2002), Be- yond deficit thinking: Providing access for gifted African American students.”
‘Low income doesn't mean stupid and destined for failure': challenging the deficit discourse around students from low SES backgrounds in higher education (2016, background): “Others agree, claiming that such thinking is fundamentally detrimental to the success of students (Ford et al. 2001; Reay, David, and Ball 2005; Shields et al. 2005).”