An Often-Neglected Issue in Consideration of Gifted African American Millennial Students: Implications for School Planning and Policy

Autor/inn/en	Mattai, P. Rudy; Wagle, A. Tina; Williams, Jacqueline M.
Titel	An Often-Neglected Issue in Consideration of Gifted African American Millennial Students: Implications for School Planning and Policy
Quelle	In: Gifted Child Today, 33 (2010) 2, S.26-31 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-2175
Schlagwörter	African American Students; Gifted; Culturally Relevant Education; Educational Objectives; Disproportionate Representation; Baby Boomers; Minority Group Children; Probability; Teaching Methods; Academically Gifted; Educational Planning; School Policy; Age Groups; Academic Failure; Teacher Attitudes; Talent; Teacher Expectations of Students; Academic Achievement; Professional Development + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Begabter, Hoch Begabter; Educational objective; Bildungsziel; Erziehungsziel; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsplanung; Schulpolitik; Age grop; Altersgruppe; Lehrerverhalten; Begabung; Hochbegabung; Schulleistung
Abstract	Millennials, which includes persons born between 1982 and 2002, often have been characterized as a mixed bag with two over-arching variables used in describing this population: (1) the diverse nature of the group; and (2) the closeness that exists between them and their parents. In the case of the latter, millennials have a closeness to their parents who tend to belong to the groups euphemistically referred to as "Baby Boomers" and "Generation Xers" and who have very high expectations for their children. In their endeavor to realize these expectations for their children, parents pursue educational objectives for their children alone rather than in cooperation with other parents who may be like-minded. In the case of diversity, few articles discuss the special needs of students who are not regarded as mainstream students in American schooling--those who are culturally and linguistically different (CLD). The scarcity of discussions of CLD millennial students is especially evident when attention is paid to the preparation of teachers with distinctive and appropriate methodologies such as culturally relevant pedagogy or culturally responsive teaching that address the special needs of such students. What is of utmost importance in the application of culturally relevant pedagogy or culturally responsive teaching is the focus on greater success among "all" students but particularly among CLD students for whom the absence of such an approach increases the probability of school failure. Although this situation may be noticed across the spectrum for CLD students, it is much more prevalent among African American students. This article addresses factors that may account for the underrepresentation--the impact of teacher perception with respect to both identification and participation of CLD students and, in particular, African American students in gifted and talented programs. Additionally, the authors discuss some of the implications for parents of CLD millennials for policy and practice in schooling and provide some recommendations for addressing the issue of underrepresentation. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10