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Multicultural Mentoring to Increase Black Male Representation in Gifted Programs

University of Georgia

This article explores factors that affect the decision of gifted Black males to participate in gifted programs. Ford (1996) maintains that Black students often "choose" not to participate in gifted programs, and this choice contributes to their underrepresentation in gifted education. This choice to not participate in gifted programs is often based on social or external influences, particularly negative peer pressures, as well as internal or psychological issues, namely racial identity status. Given this perspective, a participation motivation model, developed by the author, is described, along with a discussion of how racial identity influences the choices Black males make about participating in gifted programs. While many options exist for helping these students to make constructive and long-term decisions, this article concentrates on the potentially powerful influence of mentorships as a viable retention strategy.

Gifted Child Quarterly, Vol. 48, No. 3, 232-245 (2004)
DOI: 10.1177/001698620404800307


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