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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

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Racial Identity Issues

Race and racial identity affect one's socio-emotional and psychological health in significant ways. The issue of race may be more salient for students of color than White students (Flowers et al., 2003; Moore, Madison-Colmore, & Smith, 2003). For instance, White Americans are much less likely to experience the chronic stress and problems associated with race (and racism) because the color of their skin is not viewed with a deficit orientation and, thus, is not a barrier to academic and social success. In short, racism, prejudice, and discrimination can negatively affect the extent to which students of color identify with their racial heritage; it can negatively affect their racial identity. As with self-concept and self-esteem, racial identity influences students' motivation, persistence, and achievement (Ford, 1996; Grantham & Ford, 2003).

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Social Issues and Underachievement

Social influences are closely linked with underachievement. Although there are many strands related to social influences, peer pressure often has the most pervasive impact on educational outcomes for students in general and students of color in particular. In the research literature, it is well documented that negative peer pressure has profound effects on school experiences and educational outcomes for students of color. Unfortunately, African American and Hispanic students seem particularly susceptible to negative opposition from their peers (Ogbu, 2003; Shaffer et al., 2002). These students, especially in urban settings, are frequently teased by their peer groups as acting white when they appear to be academically engaged (Corwin, 2001; Fordham, 1988; Suskind, 1998).

As noted earlier, people tend to define themselves according to their membership in a particular racial group. In fact, the person's apparent racial background serves as the referent that connects the individual with his or her identified cultural roots and historical experience (Cross & Vandiver, 2001; Madison-Colmore & Moore, 2002; Moore, 2000). This "collective identity" represents the sense of belonging that is psychologically important for so many people of color. As a way of reinforcing their legitimacy as a member of the racial group or community, students of color may disengage psychologically, socially, and emotionally from school achievement to maintain their perceived cultural identity (Corwin, 2001; Shaffer et al., 2002; Suskind, 1998). Fordham and Ogbu (1986) referred to this notion as a pyrrhic victory for students of color, that is, a victory gained as a ruinous loss.

Recommendations

According to the research literature (Moore et al., 2005; Ogbu, 2003), there are a number of factors that influence the school outcomes of gifted students of color. However, there are promising practices for addressing underachievement and low achievement for these students (Ford, 1996; Shaffer et al., 2002). Using the research literature as the primary data source, we focus our recommendations on three broad areas: (a) teacher education, counselor education, and professional development; (b) counseling development; and (c) multicultural gifted curriculum.

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

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