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Underachievement among gifted students of color: implications for educators
Theory Into Practice, Spring, 2005 by James L. Moore, III, Donna Y. Ford, H. Richard Milner
Cultural Needs and Underachievement
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Many definitions of culture exist. It is commonly defined as a set of beliefs, values, dispositions, traditions, customs, and habits that are specific to a group. These beliefs, values, traditions, and so forth serve as the lenses through which students of color view themselves and others. It determines, in large measure, how students interact with and engage other groups outside their own identified groups. More specifically, cultural characteristics can be visible or invisible. Visible or obvious characteristics include foods, holidays, dress, and music preference, for example, shared by a cultural group. Less visible cultural characteristics (also referred to as "deep culture") relate to such variables as beliefs, values, and ways of perceiving and thinking. That is, different groups may have different beliefs or values about cooperation versus competition, about matriarchal versus patriarchal households, about nuclear versus extended family structures, about communicating verbally versus nonverbally, about being monochromic (1) versus polychromic, and more. Individuals from different cultural backgrounds may share different beliefs about a number of variables, including showing respect to elders or those in authority, showing emotions, asking questions, asking for help, handling conflict, solving problems, touching, and personal space (Shade, Kelly, & Oberg, 1997; Storti, 1989). Clearly, understanding how an individual's culture operates and the relation of that culture to an individual's orientations and choices may help us understand how culturally diverse students approach learning and achievement.
A Case in Point: Cultural Characteristics of African American Students
Research on the modal characteristics of different cultural groups is vast and comprehensive. In perhaps the first treatise of students who are gifted and diverse, Maker and Schiever (1988) and their colleagues presented cultural models designed specifically for African Americans, Hispanic Americans, Asian Americans, and Native Americans. Since then, Ford and Harris (1999) and Frasier and colleagues (1995) have added their perspectives. Their collective works shed much light on the reality that the impact of culture on students is profound. In this section, because of space limitations, we use African Americans as a case in point.
Boykin (1994) and other scholars have conducted research that explores cultural styles among African Americans. These styles have been, for the most part, condensed into nine characteristics. The model provides educators with a framework from which to begin understanding and raising expectations for African American students. Some African American students will display all or a majority of these characteristics; some may display a few of these characteristics. Teachers should use these characteristics as a place to start to become learners in their particular contexts.
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