Good Trouble, Necessary Trouble: Adding Culture to Transformational Gifted and Talented Students and Programs

References

• American Education Research Association. (2021). AERA, APA, and NCME announce the open access of release of standards for educational and psychological standards. https://www.aera.net/Newsroom/AERA-APA-and-NCME-Announce-the-Open-Access-Release-of-Standards-for-Educational-and-Psychological-Testing
   Google Scholar
• American School Counselor Association. (2019). The ASCA national model: A framework for school counseling programs (4th ed.).
   Google Scholar
• Banks, J. A. (1989). Approaches to multicultural curriculum reform. Trotter Review, 3(3), 17–19. https://scholarworks.umb.edu/trotter_review/vol3/iss3/5
   Google Scholar
• Banks, J. A. (Ed.). (2009). The Routledge international companion to multicultural education. Routledge.
   Google Scholar
• Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. Perspectives: Choosing and Using Books From the Classroom, 6(3), ix–xi.
   Google Scholar
• Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive Domain. Longmans.
   Google Scholar
• Boykin, A. W. (1994). Afrocultural expression and its implications for schooling. In E. R. Hollins, J. E. King, & W. C. Hayman (Eds.), Teaching diverse populations: Formulating a knowledge base (pp. 225–273). State University of New York Press.
   Google Scholar
• Boykin, A. W. (2013). On enhancing academic outcomes for African American children and youth. In Being Black is not a risk factor: A strengths-based look at the state of the Black child (pp. 28–31). National Black Child Development Institute.
   Google Scholar
• Cridland-Hughes, S. A., & King, L. J. (2015). Killing me softly: How violence comes from the curriculum we teach. In K. Fasching-Varner & N. D. Hartlep (Eds.), The assault on communities of color: Exploring (pp. 99–102). Rowman & Littlefield.
   Google Scholar
• Cross, W. E., Jr., & Vandiver, B. J. (2001). Nigrescence theory and measurement: Introducing the Cross Racial Identity Scale (CRIS). In J. G. Ponterotto, J. M. Casas, L. A. Suzuki, & C. M. Alexander (Eds.), Handbook of multicultural counseling (2nd) ed., pp. 371–393). Sage.
   Google Scholar
• Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. National Association for the Education of Young Children.
   Google Scholar
• Epstein, J. E., & Associates. (2019). School, family, and community partnerships: Your handbook for action (4th ed.). Crown Oaks.
   Google Scholar
• Erford, B. T. (2019). Transforming the school counseling profession (5th ed.). Merrill Prentice Hall.
   Google Scholar
• Ford, D. Y. (1995). Counseling gifted African American students: Promoting achievement, identity, and social and emotional well-being (RBDM9506). University of Connecticut, The National Research Center on the Gifted and Talented.
   Google Scholar
• Ford, D. Y. (2002). Racial identity among gifted African American students. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 155–163). Prufrock Press.
   Google Scholar
• Ford, D. Y. (2007). Teacher referral as gatekeeping: Cultural diversity training is one key to opening gifted education doors. Gifted Education Press Quarterly, 21(3), 2–5. http://www.giftededpress.com/GEPQSUMMER2007.pdf
   Google Scholar
• Ford, D. Y. (2010). Multicultural gifted education (2nd ed.). Prufrock Press.
   Google Scholar
• Ford, D. Y. (2011). Reversing underachievement among gifted Black students: Promising practicing and programs (2nd ed.). Prufrock Press.
   Google Scholar
• Ford, D. Y. (2013). Recruiting and retaining culturally different students in gifted education. Prufrock Press.
   Google Scholar
• Ford, D. Y., & Harris III, J. J. (1999). Multicultural gifted education. Teachers College Press.
   Google Scholar
• Ford, D. Y., & Whiting, G. W. (2008). Cultural competence: Preparing gifted students for a diverse society. Roeper Review, 30(2), 104–110. https://doi.org/10.1080/02783190801955087
   Google Scholar
• Ford, D. Y., Whiting, G. W., & Goings, R. B. (2016). Biracial and multiracial gifted students: Like finding a grain of rice in a box of sand. In J. L. Davis & J. L. Moore III (Eds.), Gifted children of color around the world: Diverse needs, exemplary practices, and directions for the future (pp. 121–135). Bingley.
   Google Scholar
• Ford, D. Y., & Wright, B. L. (2021, April 22). Creating equitable classroom environments. Diverse Issues in Higher Education. https://www.diverseeducation.com/demographics/african-american/article/15109075/creating-equitable-classroom-environments
   Google Scholar
• Grantham, T. C. (2011). New directions for gifted Black males suffering from bystander effects: A call for upstanders. Roeper Review, 33(4), 263–272. https://doi.org/10.1080/02783193.2011.603114
   Google Scholar
• Grantham, T. C. (2012). Eminence-Focused Gifted Education: Concerns About Forward Movement Void of an Equity Vision. The Gifted Child Quarterly, 56(4), 215–220. https://doi.org/10.1177/0016986212456074
   Web of Science ®Google Scholar
• Grantham, T. C., & Ford, D. Y. (2003). Beyond self-concept and self-esteem: Racial identity and gifted African American students. The High School Journal, 87(1), 18–29. https://doi.org/10.1353/hsj.2003.0016
   Google Scholar
• Grissom, J. A., & Redding, C. (2016). Discretion and disproportionality: Explaining the underrepresentation of high-achieving students of color in gifted programs. AERA Online, 2(1), 1–5. https://www.doi.org/10.1177/2332858415622175
   Google Scholar
• Helms, J. E. (2010). Cultural bias in psychological testing. In I. B. Weiner & W. E. Craighead (Eds.), The Corsini Encyclopedia of Psychology. https://doi.org/10.1002/9780470479216.corpsy0244
   Google Scholar
• Hines, E. M., Ford, D. Y., Fletcher, E. C., Jr., & Moore, J. L., III (2022). All eyez on me: Disproportionality, disciplined, and disregarded while Black. Theory into Practice. https://doi.org/10.1080/00405841.2022.2096376
   Google Scholar
• Hines, E. M., Hines, M. R., Moore III, J. L., Steen, S., Singleton II, P., Cintron, D., Traverso, K., Golden, M. N., Wathen, B., & Henderson, J. A. (2020). Preparing African American males for college: A group counseling approach. The Journal for Specialists in Group Work, 45(2), 129–145. https://doi.org/10.1080/01933922.2020.1740846
   Web of Science ®Google Scholar
• Hines, E. M., Vega, D., Mayes, R. D., Harris, P. C., & Mack, M. (2019). School counselors and school psychologists as collaborators of college and career readiness for students in urban school settings. Journal for Multicultural Education, 13(3), 190–202. https://doi.org/10.1108/JME-02-2019-0015
   Web of Science ®Google Scholar
• Kendi, I. X. (2019). How to be an anti-racist. One World.
   Google Scholar
• Lee, C. C. (2007). Counseling for social justice. American Counseling Association.
   Google Scholar
• Matthew, A. (2019). Religion vs. spirituality. Which one enhances your mental health? Psychology Today. https://www.psychologytoday.com/us/blog/traversing-the-inner-terrain/201912/religion-vs-spirituality
   Google Scholar
• 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(1), 31–42. https://www.subr.edu/assets/subr/COEEJournal/Archived-Issues/IJTL-V4,N1-Spring2014(pp.1-58).pdf
   Google Scholar
• Moore, I. I. I., & Ford, D. Y. (2021). When the ‘Gates’ are literally and figuratively closed to gifted and talented education for Black students. Diverse Issues in Higher Education. https://www.diverseeducation.com/opinion/article/15279732/when-the-gates-are-literally-and-figuratively-closed-to-gifted-and-talented-education-for-black-students
   Google Scholar
• Moore III, J. L., Madison-Colmore, O., & Smith, D. M. (2003). The prove-them-wrong syndrome: Voices from unheard African American males in engineering disciplines. The Journal of Men’s Study, 20(1), 61–73. https://doi.org/10.3149/jms.1201.61
   Google Scholar
• Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic.
   Google Scholar
• Ogbu, J. U. (1983). Minority status and schooling in plural societies. Comparative Education Review, 27(2), 168–190. https://doi.org/10.1086/446366
   Web of Science ®Google Scholar
• Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
   Google Scholar
• Piechowski, M. M. (1991). Emotional development and emotional giftedness. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (pp. 285–306). Allyn and Bacon.
   Google Scholar
• Ponterotto, J. G., & Pedersen, P. B. (1993). Preventing prejudice: A guide for counselors and educators. Sage.
   Google Scholar
• Ramsey, P. G. (2015). Teaching and learning in a diverse world: Multicultural education for young children (4th ed.). Teachers College Press.
   Google Scholar
• Roeper, A. (1982). How the gifted cope with their emotions. Roeper Review, 5(2), 21–24. https://doi.org/10.1080/02783198209552672
   Google Scholar
• Sternberg, R. J. (2020a). Transformational giftedness. In T. L. Cross & P. Olszewski-Kubilius (Eds.), Conceptual frameworks for giftedness and talent development (pp. 203–234). Prufrock Press.
   Google Scholar
• Sternberg, R. J. (2020b). Transformational giftedness: Rethinking our paradigm for gifted education. Roeper Review, 42(4), 230–240. https://doi.org/10.1080/02783193.2020.1815266
   Web of Science ®Google Scholar
• Sternberg, R. J., Chowkase, A., Desmet, O., Karami, S., Landy, J., & Lu, J. (2021). Beyond transformational giftedness. Education Sciences, 11(5), 192. https://doi.org/10.3390/educsci11050192
   Web of Science ®Google Scholar
• Sue, D. W., Sue, D., Neville, H., & Smith, L. (2019). Counseling the culturally diverse: Theory and practice (8th ed.). John Wiley & Sons.
   Google Scholar
• Trotman Scott, M. (2014). Using the Bloom-Banks matrix to develop multicultural differentiated lessons for gifted students. Gifted Child Today, 37(3), 163–168. https://doi.org/10.1177/1076217514532275
   Google Scholar
• U.S. Department of Education. (1993). National excellence: A case for developing America’s talent.
   Google Scholar
• Valencia, R. R. (2010). Dismantling contemporary deficit thinking: Educational thought and practice. Routledge.
   Google Scholar
• Webb, J. T., Meckstroth, E. A., & Tolan, S. S. (1982). Guiding the gifted child. Ohio Psychology Publishing.
   Google Scholar
• Wright, B. L. (2009). Racial-ethnic identity, academic achievement, and African American males: A review of literature. The Journal of Negro Education, 78(2), 123–134. http://www.jstor.org/stable/25608729
   Google Scholar
• Wright, B. L., (with Counsell, S. L.). (2018). The brilliance of Black boys: Cultivating school success in the early grades. Teachers College Press.
   Google Scholar
• Wright, B. L. (2019). Black boys matter: Strategies for a culturally responsive classroom. Teaching Young Children, 12(4), 20–22.
   Google Scholar
• Wright, B. L., & Ford, D. Y. (2019). Remixing and reimagining the early childhood school experiences of brilliant Black boys. Boyhood Studies, 12, 17–37. https://doi.org/10.3167/bhs.2019.120103
   Google Scholar