Literaturnachweis - Detailanzeige
| Autor/inn/en | Grantham, Tarek C.; Biddle, Winfred H. |
|---|---|
| Titel | From Bystander to Upstander Teacher for Gifted Black Students Accused of Acting White |
| Quelle | In: Gifted Child Today, 37 (2014) 3, S.178-187 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1076-2175 |
| DOI | 10.1177/1076217514530117 |
| Schlagwörter | African American Students; Academically Gifted; Student Motivation; Peer Influence; Whites; Racial Factors; Bullying; Teacher Role; Student Behavior; Identification (Psychology); Victims; Educational Environment |
| Abstract | Gifted Black students experience many barriers that contribute to their under-representation in gifted and advanced programs. One of the greatest negative influences comes from peer accusations of acting White that undermine gifted and high-achieving Black students' academic motivation and their interest in challenging courses and programs. While some teachers are unaware of the acting White phenomenon as a form of race bullying, other teachers may stand by and watch gifted Black students succumb to the pressures imposed by their Black peers. This article calls attention to bullying and the acting White phenomenon and encourages teachers to become upstanders for gifted Black students. Upstanders are educators who recognize race-bullying situations and take conscientious, deliberate, and immediate steps to aid gifted Black students in need of help. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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