From the editor's desk.
Welcome to Volume 30, Issue 2, of the Roeper Review. Most articles in this issue delve into some important issues of diversity and contextual influences on the gifted. Several articles explore influences on gifted African American African American Multiculture A person having origins in any of the black racial groups of Africa. See Race. young people as well as the scholars who study this dimension of high ability. Others look into specific aspects of sociocontextual environments and the demands they place on the gifted. We also have some scrutiny of extant identification processes with some recommendations for improvement.
In a field long dominated by Eurocentric sociocultural so·ci·o·cul·tur·al
Of or involving both social and cultural factors.
soci·o·cul contexts we need more attention to the ways in which giftedness interacts with racial and ethnic diversity. Fortunately, our first set of articles address various aspects of the African American experience in gifted education Gifted education is a broad term for special practices, procedures and theories used in the education of children who have been identified as gifted or talented. Programs providing such education are sometimes called Gifted and Talented Education (GATE) or .
In the article "Conducting Cross-Cultural Research: Controversy, Cautions, Concerns, and Considerations," Donna Ford, James Moore James Moore and Jim Moore are the names of more than one person including the following:
Fred Bonner, Michael Jennings Michael Jennings (born September 9 1977 in Preston, England) is a professional boxer, fighting out of the town of Chorley in Lancashire.
Jennings turned pro in May of 1999, fighting club-level opposition until roughly 2003, when he defeated Jimmy Gould for the minor WBU , Aretha Marbley, and Lesley-Ann Brown borrow important research and theory from beyond our field to shed light on the experiences and needs of African American males. In the article "Capitalizing on Leadership Capacity: Gifted African American Males in High School," they focus on the leadership dimension of giftedness to redress the underrepresentation of African American males in gifted programs. Their analysis highlights resiliency and identity development among other aspects of high ability. The article concludes with discussions of programs that can enhance the development of leadership while strengthening positive identity formation.
In the article "Cultural Competence cultural competence Social medicine The ability to understand, appreciate, and interact with persons from cultures and/or belief systems other than one's own : Preparing Gifted Students for a Diverse Society," Donna Ford and Gilman Whiting build on the work on teachers' cultural competence to make the case that we should attend more to the ability of students to interact effectively with diverse peers and groups. While demonstrating how culturally competent individuals work effectively with those whose cultures differ from the mainstream, they argue that young people must improve in these areas. Diversity in student populations is large and growing so cultural competence is becoming more important.
Kelly Rodgers explores the role of identity in its various forms and its effects on the underachievement of African American students in the article "Racial Identity, Centrality and Giftedness: An Expectancy-Value Application of Motivation in Gifted African American Students." She applies the social-identity literature to gifted education, including the concept of race centrality and various theories and bodies of research evidence on identity and motivation. Her analysis reinforces notions that motivation is affected by race, context, self-concept, and social stigma Social stigma is severe social disapproval of personal characteristics or beliefs that are against cultural norms. Social stigma often leads to marginalization.
Examples of existing or historic social stigmas can be physical or mental disabilities and disorders, as well as , among other factors.
Two articles provide different perspectives on some complex influences of immediate contexts on high ability. In the article "Having It All at Sleep's Expense: The Forced Choice of Participants in Advanced Placement Courses and International Baccalaureate Programs," Regan Clark Foust, Holly Hertberg-Davis, and Carolyn Callahan investigated some important aspects of the lives of the gifted and how they impose excessive demands. While studying the ways in which current and former Advanced Placement and International Baccalaureate students felt forced to choose between academic success and social acceptance, they found that students felt they could have both (have it all) but at high costs in terms of time, effort, stress, and lack of sleep. A number of dispositions gifted students tend to manifest can exacerbate or ameliorate a·mel·io·rate
tr. & intr.v. a·me·lio·rat·ed, a·me·lio·rat·ing, a·me·lio·rates
To make or become better; improve. See Synonyms at improve.
[Alteration of meliorate. these problems.
Virginia Burney gives us a window into self-conceptions shaped by social context in the article "Applications of Social Cognitive Theory Social Cognitive Theory utilized both in Psychology and Communications posits that portions of an individual's knowledge acquisition can be directly related to observing others within the context of social interactions, experiences, and outside media influences. to Gifted Education." Employing social cognitive theory, which emphasizes the extent and nature of interactions between the self and the sociocontextual environment, she analyzes some prevalent service models of giftedness to ascertain how they address these dynamics of individual functioning within social networks. The analysis pays particular attention to self-efficacy, self-regulation, and other aspects of performance.
Steven Pfeiffer, Yaacov Petscher, and Alper Kumtepe discuss the nettlesome limitations of current identification processes in the article "The Gifted Rating Scales-School Form: A Validation Study Based on Age, Gender, and Race." In an effort to grapple with to enter into contest with, resolutely and courageously.
See also: Grapple identification issues, which have plagued our field for decades, they studied the usefulness of a new rating scale for selecting students for gifted programming. They looked at a number of dimensions of identification including gender, race/ethnicity, and age, as well as the degree of familiarity teachers have with students under consideration for a gifted program. The findings supported use of the scale.
In our "Evolving Field" section Jim Gallagher
said of conduct not conforming with professional ethics. leadership in today's complex world. In the article "Apply Powerful Young Minds to Global Problems," he promotes the notion that today's gifted young people may be more capable of solving these global problems than the adults who currently Control the levers of power. His ideas connect back to our recent special issue on global awareness.
Sue Henshon provides another intriguing interview with a prominent thinker whose work influences our field. This time she interviews Robert Sternberg Robert J. Sternberg (born December 8, 1949), an American psychologist and psychometrician and the Dean of Arts and Sciences at Tufts University. He was formerly IBM Professor of Psychology and Education at Yale University and the President of the American Psychological Association. , a highly influential and prolific Renaissance thinker whose work fans out broadly across the fields of gifted education, creative studies, and beyond while considerably enriching theory and research. Here, Sternberg provides insights about his thought processes This is a list of thinking styles, methods of thinking (thinking skills), and types of thought. See also the List of thinking-related topic lists, the List of philosophies and the . and motivations as an investigator while shedding additional light on some of his most important work. Getting to know Sternberg better will give us stronger understanding of creativity, intelligence, wisdom, love, leadership, and other phenomena pertinent to high ability.
Dona Matthews, our Book Review Editor, wraps up the issue with a review from Renate Otterbach who provides a helpful overview of The Cambridge Handbook of Expertise and Expert Performance (Cambridge University Press Cambridge University Press (known colloquially as CUP) is a publisher given a Royal Charter by Henry VIII in 1534, and one of the two privileged presses (the other being Oxford University Press). ), edited by Ericsson, Charness, Hoffman, and Feltovich.
Finally, our new partnership with the Routledge/Taylor & Francis publishing house continues its evolution to the benefit of Roeper Review. Their expertise is enabling us to magnify mag·ni·fy
To increase the apparent size of, especially with a lens. our visibility and international influence. Watch for announcements in the near future about new, electronic article submission and review processes. As always, thanks go to scholars in the field who continue to follow interesting, productive research trajectories that generate important insights about high ability. Our diligent reviewers deserve special admiration for carefully refining and screening the work we receive.
Don Ambrose, PhD, Editor, Roeper Review
Professor of Graduate Education
Graduate Department, School of Education
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