1,655
Views
3
CrossRef citations to date
0
Altmetric
Practice

Recreating Community Among Gifted African American Students Through Group Counseling

Pages 271-285 | Received 01 Jun 2018, Accepted 22 May 2019, Published online: 20 Nov 2019

References

  • Allen, A., Scott, L. M., & Lewis, C. W. (2013). Racial microaggressions and African American and Hispanic students in urban schools: A call for culturally affirming education. Interdisciplinary Journal of Teaching and Learning, 3, 117–129.
  • Allen, Q. (2012). They think minority means lesser than. Black middle-class sons and fathers resisting microaggressions in the school. Urban Education, 48, 171–197. doi:10.1177/0042085912450575
  • Allen, Q., & White-Smith, K. (2018). That’s why I stay in school: Black mothers’ parental involvement, cultural wealth, and exclusion in their son’s schooling. Urban Education, 53(3), 409–435. doi:10.1177/0042095917714516
  • American School Counselor Association. (2014a). Position statement on group counseling. Retrieved from https://wwwschoolcounselor.org/asca/PositionStatements/PS_Group-Counseling.pdf
  • American School Counselor Association. (2014b). Position statement on cultural diversity. Retrieved from https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_CulturalDiversity.pdf
  • Andrews, D. J. (2012). Black achievers’ experiences with racial spotlighting and ignoring in a predominantly white high school. Teachers College Record, 114, 1–46.
  • Annunziata, D., Hogue, A., Faw, L., & Liddle, H. A. (2006). Family functioning and school success in at-risk, inner-city adolescents. Journal of Youth and Adolescence, 35, 100–108. doi:10.1007/s10964-0059016-3
  • Bailey, D. F., & Bradbury-Bailey, M. E. (2007). Promoting achievement for African American males through group work. The Journal for Specialists in Group Work, 32, 83–96. doi:10.1080/01933920600978588
  • Bowman, P. J., & Howard, C. (1985). Race-related socialization, motivation, and academic achievement: A study of black youths in three-generation families. Journal of American Academy of Child Psychiatry, 24, 134–141. doi:10.1016/S0002-7138(09)60438-6
  • Bridges, E. M. (2004). Racial identity and psychological coping strategies of African American males at a predominantly White university. Retrieved from https://getd.libs.uga.edu/pdfs/bridges_eric_m_200405_phd.pdf
  • Brown, K. D. (2010). Is this what we want them to say? Examining the tensions in what U.S. preservice teachers say about risk and academic achievement. Teaching and Teacher Education, 26, 1077–1087. doi:10.1016/j.tate.2009.11.003
  • Burke, K., & Dunn, R. (2002). Learning style-based teaching to raise minority student test scores. There is no debate! The Clearing House, 76, 103–106. doi:10.1080/00098650209604959
  • Butz, A. R., & Usher, E. L. (2015). Salient sources of early adolescents’ self-efficacy in two domains. Contemporary Educational Psychology, 42, 49–61. doi:10.1016/j.cedpscyh.2015.04.001
  • Cooley-Strickland, M. R., Griffin, R. S., Darney, D., Otte, K., & Ko, J. (2011). Urban African American youth exposed to community violence: A school-based anxiety preventive intervention efficacy study. Journal of Prevention and Intervention in the Community, 39, 149–166. doi:10.1080/10852352.2011.556573
  • Eccles, J. S., Wong, C. A., & Peck, S. C. (2006). Ethnicity as a social context for the development of African-American adolescents. Journal of School Psychology, 44, 407–426. doi:10.1016/j.jsp.2006.04.001
  • Ellis, A. (1958). Rational psychotherapy. The Journal of General Psychology, 59, 35–49. doi:10.1080/00221309.1958.9710170
  • Fall, A. M., & Roberts, G. (2012). High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout. Journal of Adolescence, 35(4), 787–798. doi:10.1016/j.adolescence.2011.11.004
  • Fischer, A. R., & Shaw, C. M. (1999). African Americans’ mental health and perceptions of racist discrimination: The moderating effects of racial socialization experiences and self-esteem. Journal of Counseling Psychology, 46, 395–407. doi:10.1037/0022-0167.46.3.395
  • Fisher, E. J. (2005). Black student achievement and the oppositional culture model. The Journal of Negro Education, 74(3), 201–209.
  • Ford, D. Y., & Grantham, T. C. (2003). Providing access for culturally diverse gifted students: From deficit thinking to dynamic thinking. Theory into Practice, 42, 217–225. doi:10.1207/s15430421tip4203_8
  • Ford, D. Y., Grantham, T. C., & Whiting, G. W. (2008). Culturally and linguistically diverse students in gifted education: Recruitment and retention. Exceptional Children, 74, 289–306. doi:10.1177/001440290807400302
  • Ford, D. Y., Harris, J., Tyson, C. A., & Trotman, M. F. (2001). Beyond deficit thinking: Providing access for gifted African American students. Roeper Review, 24, 52–58. doi:10.1080/02783190209554129
  • Ford, D. Y., Moore, J. L., & Scott, M. T. (2011). Key theories and frameworks for improving the recruitment and retention of African American students in gifted education. The Journal of Negro Education, 80, 239–253.
  • Fordham, S., & Ogbu, J. U. (1986). Black students’ school success: Coping with the burden of acting white. The Urban Review, 18, 176–206. doi:10.1007/BF01112192
  • Ford-Harris, D. Y., Schuerger, J. M., & Harris, J. (1991). Meeting the psychological needs of gifted black students: A cultural perspective. Journal of Counseling & Development, 69, 577–580. doi:10.1002/j.1556-6676.1991.tb02649.x
  • Fries-Britt, S. (1998). Moving beyond black achiever isolation: Experiences of gifted black collegians. The Journal of Higher Education, 69, 556–576. doi:10.1080/00221546.1998.11775151
  • Froeschle, J., Smith, R., & Ricard, R. (2004). The efficacy of a systematic substance abuse program for adolescent girls. Professional School Counseling, 10, 498–505. doi:10.5330/prsc.10.5.a458605px1u57217
  • Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62, 60–71. doi:10.1080/00220973.1993.9943831
  • Griffin, K., & Allen, W. (2006). Mo’ Money, Mo’ problems? High-achieving black high school students’ experiences with resources, racial climate, and resilience. The Journal of Negro Education, 75, 478–494. Retrieved from http://www.jstor.org/stable/40026816
  • Grissom, J. A., & Redding, C. (2016). Discretion and disproportionality: Explaining the underrepresentation of high-achieving students of color in gifted programs. American Educational Research Association. Retrieved from http://www.aera.net/Newsroom/News-Releases-and-Statements/Does-Student-Race-Affect-Gifted-Assignment/Discretion-and-Disproportionality-Explaining-the-Underrepresentation-of-High-Achieving-Students-of-Color-in-Gifted-Programs
  • Harmon, D. (2001). They won’t teach me: The voices of gifted African America inner-city students. Roeper Review, 24, 68–75. doi:10.1080/02783190209554132
  • Harper, S. R. (2007). Peer support for African American male college achievement: Beyond internalized racism and the burden of acting white. The Journal of Men’s Studies, 14, 337–358. doi:10.3149/jms.1403.337
  • Henfield, M. S. (2013). School counseling for gifted black males. Gifted Child Today, 36, 57–61. doi:10.1177/1076217512465287
  • Henfield, M. S., Moore, J. L., & Wood, C. (2008). Inside and outside gifted education programming: Hidden challenges for African American students. Exceptional Children, 74, 433–450. doi:10.1177/001440290807400402
  • Hines, P., & Boyd-Franklin, N. (2005). African American families. In M. McGoldrick, J. Giordano, & N. Garcia-Preto (Eds.), Ethnicity and family therapy (3rd ed., pp. 87–100). New York, NY: Guilford Press.
  • Kamenetz, A. (2016). To be young, gifted, and black: It helps to have a black teacher. NPREd. Retrieved from https://www.npr.org/sections/ed/2016/01/20/463190789/to-be-young-gifted-and-black-it-helps-to-have-a-black-teacher
  • Kim, M. (2015). Enhancing resilience of gifted students. Articles, 71, 17–21. Retrieved from https://scholarworks.wm.edu/articles/71
  • Kumsa, M. K. (2015). The response of youth to racial discrimination: Implications for resilience theory. Journal of Youth Studies, 18. doi:10.1080/13676261.2014.963535
  • Mayes, R. D., & Hines, E. M. (2014). College and career readiness for gifted African American girls: A call to school counselors. Interdisciplinary Journal of Teaching and Learning, 4, 31–42.
  • Metcalf, L. (1995). Counseling toward solutions: A practical solution-focused program for working with students, teachers, and parents. San Francisco, CA: Jossey-Bass.
  • Moore, J. L., Ford, D. Y., & Milner, H. R. (2005). Recruitment is not enough: Retaining African American students in gifted education. Gifted Child Quarterly, 49, 51–57. doi:10.1177/001698620504900106
  • Moore, J. L., Ford, D. Y., Owens, D., Hall, T., Byrd, M., Henfield, M., & Whiting, G. W. (2006). Retention of African Americans in gifted education: Lessons learned from higher education. Mid-Western Educational Researcher, 19, 3–12.
  • Mueller, C., & Haines, R. T. (2012). Adolescent perceptions of family connectedness and school belonging: Links with self-concept and depressive symptoms among gifted African American and Hispanic youth. Gifted Children, 5, 1–20.
  • Muller, L. E. (2002). Group counseling for African American males: When all you have are European American counselors. The Journal for Specialists in Group Work, 27, 299–313. doi:10.1177/0193392202027003005
  • Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70, 323–367. doi:10.3102/00346543070003323
  • Pallock, L. L., & Lamborn, S. D. (2007). Beyond parenting practices: Extended kinship support and the academic adjustment of African-American and European-American teens. Journal of Adolescence, 29, 813–828. doi:10.1016/j.adolescence.2005.12.003
  • Park, C. C. (2001). Learning style preferences of Armenian, African, Hispanic, Hmong, Korean, Mexican, and Anglo students in American secondary schools. Learning Environments Research, 4, 175–191. doi:10.1023/A:1012463316737
  • Patton, J. M., & Townsend, B. L. (1997). Creating inclusive environments for African American children and youth with gifts and talents. Roeper Review, 20, 13–18. doi:10.1080/02783199709553844
  • Powell, H. O. (2018). The influence of selected noncognitive variables on the academic success of African American high school males. Journal of African American Males in Education, 9, 40–70.
  • Rowley, S. J., & Moore, J. A. (2001). Racial identity in context for the gifted African American student. Roeper Review, 24, 63–67. doi:10.1080/02783190209554131
  • Rowley, S. J., Sellers, R. M., Chavous, T. M., & Smith, M. A. (1998). The relationship between racial identity and self-esteem in African American college and high school students. Journal of Personality and Social Psychology, 74, 715–724. doi:10.1037//0022-3514.74.3.715
  • Scott, L. D. (2003). The relation of racial identity and racial socialization to coping with discrimination among African American adolescents. Journal of Black Studies, 33, 520–538. doi:10.1177/0021934702250035
  • Solorzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. The Journal of Negro Education, 69, 60–73. Retrieved from http://www.jstor.org/stable/2696265
  • Sparks, S. (2015). Classroom biases hinder students learning. Education Week. Retrieved from https://www.edweek.org/ew/articles/2015/10/28/classroom-biases-hinder-students-learning.html
  • Spencer, N. F., & Riddick, A. (2014). Racial identity development and academic achievement of academically gifted African American students: Implications for school counselors. Institute of Education Sciences, 21, n.p. Retrieved from https://files.eric.ed.gov/fulltext/EJ1084424.pdf
  • Stambaugh, T., & Ford, D. Y. (2015). Microaggressions, multiculturalism, and gifted individuals who are black, Hispanic, or low income. Journal of Counseling & Development, 93, 192–208. doi:10.1002/j.1556-6676.2015.00195.x
  • Steen, S. (2009). Group counseling for African American elementary students: An exploratory study. The Journal for Specialists in Group Work, 34, 101–117. doi:10.1080/01933920902791929
  • Stewart, E. B. (2007). Individual and school structural effects on African American high school students’ academic achievement. The High School Journal, 91, 16–34. doi:10.1353/hsj.2008.0002
  • Strayhorn, T. L. (2010). The role of schools, families, and psychological variables in math achievement of black high school students. The High School Journal, 93, 177–194. doi:10.1353/hsj.2010.0003
  • Taylor, R. D., Casten, R., & Flickinger, S. M. (1993). Influence of kinship social support on the parenting experiences and psychosocial adjustment of African-American adolescents. Developmental Psychology, 29, 382–388. doi:10.1037/0012-1649.29.2.382
  • Turnell, A., & Edward, S. (1993). Introduction to solution focused brief therapy. Retrieved from http://www.donpugh.com/Psych%20Interests/counselling/brief%20therapy/Introduction%20to%20brief%20therapy.pdf
  • Tyson, K., Darity, W. Y., & Castellino, D. R. (2005). It’s not a black thing: Understanding the burden of acting white and other dilemmas of high achievement. American Sociological Review, 70(4), 582–605. doi:10.1177/000312240507000403
  • Waites, C. (2009). Building on strengths: Intergenerational practice with African American families. Social Work, 54, 278–287. doi:10.1093/sw/54.3.278
  • Williams, J. M., & Bryan, J. (2013). Overcoming adversity: High-achieving African American youth’s perspectives on educational resilience. Journal of Counseling & Development, 91, 291–300. doi:10.1002/j.1556-6676.2013.00097.x
  • Wolfe, J. (2010). REBT for anger management. Retrieved from http://www.psychotherapy.net/data/uploads/5113e1251c358.pdf

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.