"Subtle, Vicious Effects": Lillian Steele Proctor's Pioneering Investigation of Gifted African American Children in Washington, DC

Autor/in	Terzian, Sevan G.
Titel	"Subtle, Vicious Effects": Lillian Steele Proctor's Pioneering Investigation of Gifted African American Children in Washington, DC
Quelle	In: History of Education Quarterly, 61 (2021) 3, S.351-371 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Terzian, Sevan G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2680
Schlagwörter	African American Students; Academically Gifted; Racial Bias; Racial Discrimination; School Segregation; Equal Education; Access to Education; Disproportionate Representation; Caseworkers; Social Work; African American Children; Standardized Tests; Achievement Tests; Educational History; Family Environment; Parent Attitudes; Intelligence Quotient; Elementary Secondary Education; District of Columbia; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Racial discrimination; Rassismus; Racial bias; Education; Access; Bildung; Zugang; Bildungszugang; Soziale Arbeit; Child; Children; Kind; Kinder; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; History of education; Bildungsgeschichte; Familienmilieu; Elternverhalten; Intelligenzquotient
Abstract	This essay examines the first detailed study of gifted African American youth: Lillian Steele Proctor's master's thesis from the late 1920s on Black children in Washington, DC. Unlike formative research on gifted children by educational psychologists, Proctor's investigation emphasized children's experiences at school, home, and community in determining their abilities, opportunities, and accomplishments. Proctor's work also anticipated African American intellectuals' critiques of racist claims about intelligence and giftedness that would flourish in the 1930s. In focusing on the nation's capital, her investigation drew from a municipality with a high proportion of African American residents that was segregated by law. Proctor pointed directly to systemic racism as both contributing to the relative invisibility of gifted African American youth and in thwarting opportunities to realize their intellectual potential. In an environment of racial subordination and segregation, these gifted children found themselves excluded from cultural resources and educational opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01