Providing Access for Culturally Diverse Gifted Students: From Deficit to Dynamic Thinking

By D. Ford, Tarek Grantham. 2003

297 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/f5eaed8d6a96e954311bf80ef6673a288c5f50ee

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Racial and Ethnic Representation in Gifted Programs (2009, background): “This concern has persisted over many decades (Baldwin, 1987; Ford, 1998; Ford, Grantham, & Harris, 1996; Frasier, 1980; Torrance, 1969, 1973, 1977) and continues to be an issue in gifted education (Ford & Grantham, 2003; Grantham, 2003).”
Is there still a need for gifted education? An examination of current research (2010, background): “Groups that have been traditionally underrepresented in gifted programs could be better served (Ford & Grantham, 2003; Frasier & Passow, 1994) if the more expanded notions of giftedness and more flexible forms of identification are translated from research conducted to state and local guidelines…”
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.”
Unlearning Deficit Ideology and the Scornful Gaze: Thoughts on Authenticating the Class Discourse in Education (2010, background): “Such a perspective deteriorates expectations for students and weakens educators’ abilities to recognize giftedness in its various forms (Ford & Grantham, 2003).”
Culturally and Linguistically Diverse Students in Gifted Education: Recruitment and Retention Issues (2008, background): “C , & Court, J. H. (2003). Manual for Raven's Progressive Matrices and Vocabulary Scales.”
What Is Deficit Thinking? An Analysis of Conceptualizations of Deficit Thinking and Implications for Scholarly Research (2019, unknown): “…2012; Vass, 2012), deficit theory (Collins, 1988; Dudley-Marling, 2007; Gorski, 2008; Knight, 2002; Ladson-Billings, 2007), deficit thinking (Ford & Grantham, 2003; Knight, 2002; Licona, 2013; McKay & Devlin, 2016; O’Shea, Lysaght, Roberts, & Harwood, 2016; Pérez, Ashlee, Do, Karikari, &…”
African American Males in Urban Schools: No Excuses—Teach and Empower (2007, background): “Ford and Grantham (2003) maintained that: the under-representation of diverse students in gifted education is primarily a function of educators holding a deficit perspective about diverse students.”
Gifted Girls: Gender Bias in Gifted Referrals (2011, background): “Furthermore, researchers have discussed the effect of teacher bias on the continued underrepresentation of racially, ethnically, and linguistically diverse students in gifted programs (Ford, 1996; Ford & Grantham, 2003; Ford et al., 2008; Valdés, 2003).”
Understanding the Role of Teacher Appraisals in Shaping the Dynamics of their Relationships with Students: Deconstructing Teachers’ Judgments of Disruptive Behavior/Students (2009, background): “Assuming a deficit perspective on a relationship with a student, that a student imbues an inherent deficit, can lead to teachers changing and in fact lowering their standards for student performance and the quality of their instruction ( Ford and Grantham 2003 ).”