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Roeper Review Volume 26, 2004 - Issue 4
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On gifted students in school

Rocky Jones: Case study of a high‐achieving black male's motivation to participate in gifted classes

Tarek C. Grantham Assistant professor in the Department of Educational Psychology, University of Georgia, E-mail: [email protected]
Pages 208-215 | Received 09 Jul 2003, Accepted 20 Aug 2003, Published online: 20 Jan 2010

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Quaylan Allen & Kimberly A. White-Smith. (2014) “Just as Bad as Prisons”: The Challenge of Dismantling the School-to-Prison Pipeline Through Teacher and Community Education. Equity & Excellence in Education 47:4, pages 445-460.
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Tarek C. Grantham. (2011) New Directions for Gifted Black Males Suffering From Bystander Effects: A Call for Upstanders. Roeper Review 33:4, pages 263-272.
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KimberlyA. Griffin, UmaM. Jayakumar, MalanaM. Jones & WalterR. Allen. (2010) Ebony in the Ivory Tower: Examining Trends in the Socioeconomic Status, Achievement, and Self-Concept of Black, Male Freshmen. Equity & Excellence in Education 43:2, pages 232-248.
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Gilman Whiting. (2009) Gifted Black Males: Understanding and Decreasing Barriers to Achievement and Identity. Roeper Review 31:4, pages 224-233.
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FredA. Bonner$suffix/text()$suffix/text(), MichaelE. Jennings, ArethaF. Marbley & Lesley-Ann Brown. (2008) Capitalizing on Leadership Capacity: Gifted African American Males in High School. Roeper Review 30:2, pages 93-103.
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J. Lagacé-Leblanc, A. Courtinat-Camps, V. Capdevielle-Mougnibas, L. Massé, C. Baudry, C. Verret, C. Couture, M.-F. Nadeau & J.-Y. Bégin. (2023) Perceptions de la douance chez les élèves doués dans un centre de services scolaires québécois. Psychologie Française 68:2, pages 261-274.
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Lawson Bush V, Edward C. Bush & Amiri Mahnzili. 2020. Fostering Collaborations Between African American Communities and Educational Institutions. Fostering Collaborations Between African American Communities and Educational Institutions 34 55 .
Scott J. Peters, Marcia Gentry, Gilman W. Whiting & Matthew T. McBee. (2019) Who Gets Served in Gifted Education? Demographic Representation and a Call for Action. Gifted Child Quarterly 63:4, pages 273-287.
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Dina Flores-Mejorado & Dianne Reed. 2019. Overcoming Challenges and Creating Opportunity for African American Male Students. Overcoming Challenges and Creating Opportunity for African American Male Students 72 98 .
Desireé Vega & James L. Moore III. (2018) Access to gifted education among African-American and Latino males. Journal for Multicultural Education 12:3, pages 237-248.
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Leslie Margolin. 2018. Begabung und Gesellschaft. Begabung und Gesellschaft 165 182 .
Bryan Meadows & Jacob W. Neumann. (2016) What Does it Mean to Assess Gifted Students’ Perceptions of Giftedness Labels?. Interchange 48:2, pages 145-165.
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Meghan Ecker-Lyster & Christopher Niileksela. (2017) Enhancing Gifted Education for Underrepresented Students. Journal for the Education of the Gifted 40:1, pages 79-95.
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Quaylan Allen. (2014) “I’m Trying to Get My A”: Black Male Achievers Talk About Race, School and Achievement. The Urban Review 47:1, pages 209-231.
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Valija C. Rose. (2013) School Context, Precollege Educational Opportunities, and College Degree Attainment Among High-Achieving Black Males. The Urban Review 45:4, pages 472-489.
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Malik S. Henfield. (2012) School Counseling for Gifted Black Males. Gifted Child Today 36:1, pages 57-61.
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Matthew T. McBee, Elizabeth Shaunessy & Michael S. Matthews. (2012) Policy Matters. Journal of Advanced Academics 23:4, pages 326-344.
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Malik S. Henfield. (2012) The Stress of Black Male Achievement. Gifted Child Today 35:3, pages 215-219.
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Aude Villatte & Myriam de Léonardis. (2011) “Les perceptions du talent scolaire et artistique développées par des lycéens français”. Les Cahiers Internationaux de Psychologie Sociale Numéro 89-90:1, pages 63-86.
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Donna Y. Ford & Gilman W. Whiting. (2011) Beyond Testing: Social and Psychological Considerations in Recruiting and Retaining Gifted Black Students. Journal for the Education of the Gifted 34:1, pages 131-155.
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Gilman W. Whiting. (2009) The Scholar Identity Institute: Guiding Darnel and other Black Males. Gifted Child Today 32:4, pages 53-63.
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Fred A. BonnerIIII, Chance W. LewisIIII, Lisa Bowman-PerrottIIII, Valerie Hill-JacksonIIII & Marlon JamesIIII. (2009) Definition, Identification, Identity, and Culture: A Unique Alchemy Impacting the Success of Gifted African American Millennial Males in School. Journal for the Education of the Gifted 33:2, pages 176-202.
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Anthony Graham & Kenneth A. Anderson. (2008) ?I have to be three steps ahead?: Academically Gifted African American Male Students in an Urban High School on the Tension between an Ethnic and Academic Identity. The Urban Review 40:5, pages 472-499.
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Scott A. Chamberlin. (2008) An Examination of Articles in Gifted Education and Multicultural Education Journals. Journal for the Education of the Gifted 32:1, pages 86-99.
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Gilman W. Whiting. (2016) From At Risk to At Promise: Developing Scholar Identities Among Black Males. Journal of Secondary Gifted Education 17:4, pages 222-229.
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Gilman W. Whiting. (2016) Enhancing Culturally Diverse Males' Scholar Identity: Suggestions for Educators of Gifted Students. Gifted Child Today 29:3, pages 46-51.
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Jerlando F. L. Jackson & James L. MooreIIIIII. (2022) African American Males in Education: Endangered or Ignored?. Teachers College Record: The Voice of Scholarship in Education 108:2, pages 201-205.
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James L. MooreIIIIII. (2022) A Qualitative Investigation of African American Males’ Career Trajectory in Engineering: Implications for Teachers, School Counselors, and Parents. Teachers College Record: The Voice of Scholarship in Education 108:2, pages 246-266.
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James L. MooreIIIIII. (2022) A Qualitative Investigation of African American Males’ Career Trajectory in Engineering: Implications for Teachers, School Counselors, and Parents. Teachers College Record: The Voice of Scholarship in Education 108:2, pages 246-266.
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Jerlando F. L. Jackson & James L. MooreIIIIII. (2022) African American Males in Education: Endangered or Ignored?. Teachers College Record: The Voice of Scholarship in Education 108:2, pages 201-205.
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