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The Urban Review

Erschienen in:

01.11.2013

Understanding and Reversing Underachievement, Low achievement, and Achievement Gaps Among High-Ability African American Males in Urban School Contexts

verfasst von: Donna Y. Ford, James L. Moore III

Erschienen in: The Urban Review | Ausgabe 4/2013

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Abstract

This article focuses on the achievement gap, with attention devoted to underachievement and low achievement among African American males in urban school contexts. More specifically, the article explains problems and issues facing or confronting these Black male students in urban education settings. A central part of this discussion is grounded in the achievement gap literature on Black students in general and implications for Black males in particular. Another fundamental aspect of this discussion is the need for urban educators to adopt a social justice or civil rights approach to their work, which means an equity-based and culturally responsive approach in philosophy and action. Suggestions for closing the achievement gap and otherwise improving the achievement of gifted, high-achieving, and high potential African American males are provided to urban education educators and families.

Vorheriger Artikel Special Issue: Meeting the Needs of Gifted and High-Achieving Black Males in Urban Schools

Nächster Artikel Being Black, Male, and Gifted in Miami: Prevalence and Predictors of Placement in Elementary School Gifted Education Programs

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Titel: Understanding and Reversing Underachievement, Low achievement, and Achievement Gaps Among High-Ability African American Males in Urban School Contexts
verfasst von: Donna Y. Ford
James L. Moore III
Publikationsdatum: 01.11.2013
Verlag: Springer Netherlands
Erschienen in: The Urban Review / Ausgabe 4/2013
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI: https://doi.org/10.1007/s11256-013-0256-3

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Special Issue: Meeting the Needs of Gifted and High-Achieving Black Males in Urban Schools