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Historically, African‐American students have experienced significant levels of underachievement. Similarly, many gifted females fail to reach their potential. Despite numerous studies on underachievement among African‐American students and among gifted females, few studies have addressed underachievement among gifted African‐American females. In the present case study, the authors address this shortcoming. They explore the topic of underachievement among gifted African‐American females by exploring their perceptions of social variables and understanding their needs. Specifically, through the lens of social variables (e.g., peer, teachers, curricular issues) the authors explore the perceptions of a 15 year‐old gifted, underachieving African‐American female 9th grader, and make recommendations to improve her educational experiences and those of other gifted African‐American females.
Notes
Research for this paper was supported under the Javits Act Program (Grant NO. R06R00001) as administered by the Office of Educational Research and Improvement, U.S. Department of Education. Grantees undertaking such projects are encouraged to express freely their professional judgments. This paper, therefore, does not necessarily represent positions or policies of the Government, and no endorsement should be inferred.
