Reversing Underachievement Among Gifted Black Students: Promising Practices and Programs.

Ford, D. Y. (1996). Reversing Underachievement Among Gifted Black Students: Promising Practices and Programs. New York, NY: Teachers College Press (236 pp., $24.95, ISBN-0-8077-3535-3).

In the preface to Reversing Underachievement Among Gifted Black Students: Promising Practices and Programs, Donna Ford states that "only those with myopic vision can overlook the crises facing Black youth in both general and gifted education." She has written this book on behalf of these students, especially gifted and potentially gifted Black youth. The book contains two significant contributions: insight into Black underachievement and an array of recommendations for approaching this historically neglected problem.

As a gifted Black woman who at one time in her own early schooling "learned to underachieve," Ford has a clear vision of what she wants to accomplish. A primary objective is to increase understanding of how social, cultural and psychological factors contribute to underachievement of highly able Black students. While a number of the identified issues have been acknowledged for some time, Ford raises them together, revealing the infrastructure which supports them. This is a valuable contribution, resulting in a different perspective on the issues and an appreciation of their power when acting in consort. Ford's ultimate objective is "to desegregate gifted programs." To this end, she offers new paradigms for recruiting and retaining students of color in gifted programs.

Introductory chapters review arguments for a multidimensional definition of giftedness and for multimodal assessments. An extensive list of guidelines for the selection of valid and reliable tests appears in Chapter 2. Underachievement is addressed in the third chapter. The early chapters offer means of accomplishing many of the tasks outlined in following sections. Subsequent chapters deal with social, cultural and psychological factors as correlates of underachievement as well as school and family influences. A substantial section of each chapter includes recommendations for change.

Two chapters command special attention. Chapter 6, psychological correlates of underachievement, examines the success/guilt conflict that gifted Blacks often endure -- guilt at surpassing one's peers and/or being perceived as denying one's ethnicity by "selling out" to a White value or guilt in denying one's potential. The chapter reveals much about the quest for identity by gifted Black youth and the painful choice between gift or group they often must make. Recommendations center on opportunities for students to know and value themselves as both Black and gifted.

Chapter 7 addresses gender issues and the often overlooked complexity created by the interaction of race and gender. The triple quandary females face by being gifted, Black and female is analyzed as is the underrepresentation of Black males in gifted programs and graduation lists. Smaller schools, multiple talent development models, family-school partnerships, higher teacher expectations, role models and mentors are among suggestions for reform.

The book mandates change by educators -- and rightly so -- , but few recommendations place Black students as partners in efforts to impact their achievement. Lacking this, suggestions slant toward doing for gifted Black students rather than working with them. Most educators, and undoubtedly the author, would advocate a partnership. Proposed practices receive good research support, but there is little direction as how to prioritize them. Inclusion of existing programs with citations of success would have promoted the most rewarding efforts. Although several "promising practices and programs" are identified in a concluding chapter, they are recently funded Javits programs not in operation long enough to provide evidence of success. The "promising practices" referenced in the title refer to the promise held by the proposed recommendations.

Donna Ford is an advocate for gifted Black youth. It is a role for every teacher, counselor, administrator, and parent concerned about quality education for all. This book is for them. Ford's guidelines are based on respect for the individual; when implemented, they can advance the cause of capable Black youth and promote promises as yet undeveloped and unrecognized.

Donna Rae Clasen, a professor in the Department of Educational Foundations at the University of Wisconsin-Whitewater and director of Project STREAM, an original Javits program to promote the educational success of gifted minorities.