Influences on Young Gifted African Americans' School Success: Implications for Elementary School Counselors

Autor/inn/en	Henfield, Malik S.; Owens, Delila; Moore, James L., III
Titel	Influences on Young Gifted African Americans' School Success: Implications for Elementary School Counselors
Quelle	In: Elementary School Journal, 108 (2008) 5, S.392-406 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/589469
Schlagwörter	Elementary School Students; African American Students; Academically Gifted; Underachievement; Academic Achievement; Racial Identification; School Counselors; Success; Public Schools; Child Rearing; Racial Factors; Financial Support; Educational Change; Federal Legislation; Educational Legislation; School Counseling; High Risk Students; Poverty; Educationally Disadvantaged; Teacher Attitudes; Access to Education; Standardized Tests; Equal Education; Stereotypes; Peer Influence; Family Influence; Expectation; Counselor Role + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Performance deficiency; Leistungsschwäche; Schulleistung; School counselor; Beratungslehrer; Pädagogischer Berater; Erfolg; Public school; Öffentliche Schule; Kindererziehung; Finanzielle Förderung; Bildungsreform; Bundesrecht; Bildungsrecht; Schulgesetz; School counselling; Pädagogische Beratung; Problemschüler; Armut; Lehrerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Standadised tests; Standardisierter Test; Klischee; Expectancy; Erwartung
Abstract	Too often, African American elementary school students, including the gifted, disengage academically and underachieve in public schools. Increased research on the underachievement and low achievement of African American students in gifted education programs has suggested that an array of educational, personal/social, and familial factors (e.g., low funding, racial identity development, and child-rearing practices) contribute to negative school outcomes. In this article we explain how these factors influence these students' academic performance. We also offer practical strategies elementary school counselors can use to counter these negative educational outcomes and assist gifted African American students in elementary school in developing the identity of a scholar. (Author).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journal.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10