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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
Table 1
Culturally Responsive Teaching Strategies: Applying Boykin's Model
Boykin's
Afrocentric Expressions Teaching Strategies and Products
Movement * Creative movement (mime, drama, dance,
Harmony tableau techniques, body used to
Verve communicate)
Expressive Individualism * Hands-on thinking; manipulatives
(e.g., sculpting)
* Role plays, simulations, theatre
* Field trips
* Physical activity
* Sports and games
* Learning centers
Movement * Singing, humming whistling, chanting
Harmony * Curriculum songs (creating melodies,
Verve songs, rap, cheers, jingles, etc.)
Expressive Individualism * Background music
* Playing instruments
* Poetry or poems
* Drama
Social Time Perspective * Environmental issues
Harmony * Social issues
* Outdoor activities
* Flexible assignments
Social Time Perspective * Graphic-rich environment (visuals and
Spirituality graphic organizers, pictures, posters,
charts, graphs, diagrams)
* Mind mapping (webbing)
* Puzzles and games (e.g., chess)
* Patterns
* Painting, collages, visual arts
Oral Tradition * Lectures
* Socratic questioning
* Scientific investigations and experiments
* Logical-sequential assignments (reports,
experiments, research)
* Problem solving; problem-based lessons
* Logical puzzles and games
* Competitions
* Analogies
* Independent study projects
Oral Tradition * Lectures
Verve * Seminars
Expressive Individualism * Discussions and dialogues
* Oral presentations and speeches; debates
* Guest speakers
* Word games (e.g., idioms, jokes, puns,
riddles, homonyms, anagrams, mnemonics)
* Poetry, proverbs
* Storytelling and drama
* Reading (choral, peer, individual)
* Journal writing
Spirituality * Visualizations
Harmony * Proverbs, poetry
* Self-paced, independent instruction
and assignments
* Choices and options; interest-based
assignments
* Reflection time and opportunity
(e.g., journals, poetry)
Communalism * Social and cooperative learning
Affective * Opportunity to help others (e.g.,
tutoring, mentoring)
* Service and community involvement
* Conflict mediation lessons
* Simulations
Source: Ford, Grantham, and Milner (in press).
Table 2
Ford-Harris Multicultural Gifted Education
Framework: Description of Levels
Knowledge Comprehension
Contributions Students are taught Students show an
and know facts understanding of
about cultural information about
artifacts, events, cultural artifacts,
groups, and other groups, etc.
cultural elements.
Additive Students are taught Students are taught
and know concepts and can understand
and themes about cultural concepts
cultural groups. and themes.
Transformation Students are given Students are taught
information on to understand and
important cultural can demonstrate an
elements, groups, understanding of
etc., and can important cultural
understand this concepts and
information from themes from
different different
perspectives. perspectives.
Social Action Based on information Based on their
on cultural understanding of
artifacts, etc., important concepts
students make and themes,
recommendations students make
for social action. recommendations
for social action.
Application Analysis
Contributions Students are asked to Students are taught
and can apply to and can analyze
information (e.g., compare and
learned on cultural contrast)
artifacts, events, information about
etc. cultural artifacts,
groups, etc.
Additive Students are required Students are taught
to and can apply to and can analyze
information important cultural
learned about concepts and
cultural concepts themes.
and themes.
Transformation Students are asked to Students are taught
and can apply their to and can examine
understanding of important cultural
important concepts concepts and
and themes from themes from more
different than one
perspectives. perspective.
Social Action Students are asked to Students are required
and can apply their to and can analyze
understanding of social and cultural
important social issues from
and cultural issues; different
they make perspectives; they
recommendations take action on
for and take action these issues.
on these issues.
Synthesis Evaluation
Contributions Students are required Students are taught
to and can create a to and can evaluate
new product from facts and
the information on information based
cultural artifacts, on cultural
groups, etc. artifacts, groups,
etc.
Additive Students are asked to Students are taught
and can synthesize to and can critique
important cultural concepts
information on and themes.
cultural concepts
and themes.
Transformation Students are required Students are taught
to and can create a to and can evaluate
product based on or judge important
their new cultural concepts
perspective or the and themes from
perspective of different
another group. viewpoints (e.g.,
minority group).
Social Action Students create a Students critique
plan of action to important social
address a social and cultural issues,
and cultural and seek to make
issue(s); they seek national or
important social international
change. change.
Actions taken on the social action level can range from immediate
and small scale (e.g., classroom and school level) to moderate
(e.g., community or regional level) to large scale (state, national,
and international levels). Likewise, students can make recommendations
for action or actually take social action. Source: Ford & Harris
(1999).
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