Giftedness in Cultural Context: A Tool for Increasing Black Student Referrals and Identification

Dr. Donna Ford argues that Blacks have a culture, which has been written about by many scholars. Prior to reviewing the table below, there is more information on the Boykin Model, in addition to other cultural characteristics of Blacks, in the table Ford’s Characteristics of Black (African American) Students, Hurston’s Characteristics of Negros, and Boykin’s Afrocentric Cultural Styles (see Table 1, p.4). After reviewing those cultural characteristics and styles, return here to see how those characteristics may be manifested in giftedness and possibly misinterpreted.

Traditional
Characteristics of Giftedness		 Cultural Filter
(Boykin Model)		 Cultural Manifestations
of Gifted		 Possible
Misinterpretations
Advanced vocabulary;
Verbal proficiency

Oral Tradition

Expresses views openly, directly, bluntly; likes to play with words, to outwit verbally
  • Code switches
  • May use words to manipulate, to present double messages, to challenge
  • May use “inappropriate” words and language
  • Talkative
 Verbal strengths not recognized due to words and language used (e.g., nonstandard English, slang)
Creative, inventive, divergent thinker

Expressive Individualism

Risk taker, dares to be different; creative
  • Dislikes routine, prefers novelty
  • Likes flexibility, options
  • Has flare; plays with words and ideas
 Viewed as disruptive, class clown, nonconforming, indecisive
Empathetic; Strong interpersonal skills

Affect

Feelings oriented, sensitive, emotional

Harmony

Wants to belong, fit in
  • Sensitive to rejection
  • Respect is important
  • Fear of isolation, need for affiliation and belonging
  • Need for approval from peers

Affect

Viewed as too social, immature

Harmony

Viewed as lacking independence and personal identity
Large memory; Retains information quickly

Affect

Sensitive, emotional

Harmony

Reads nonverbal cues well; wants to feel welcome and valued
  • Quick to see discrepancies, inconsistencies, injustices
  • Remembers negative events more than positive events
 Viewed as overly sensitive, too critical, difficult to please and appease
Inquisitive; curious

Social Time Perspective

Needs context for learning; seeks personal connections and relevance
  • Quick to note lack of relevance in assignments, rules, etc.
  • Quick to disengage
  • Frustrated by irrelevance
 Viewed as too challenging, critical, and disrespectful
Intrinsic motivation; Task commitment

Social Time Perspective

Multitasks–does more than one task at a time; people and the event are more important than time

Harmony

The context/environment matters; wants to be a valued member
  • Engaged when interest is high
  • Easily disengaged when task lacks meaning or usefulness (task value, utility value)
  • Loses sense of time when engaged
  • May refuse to do work

Social Time Perspective

Viewed as extrinsically motivated (and, thus, immature)

Harmony

Shows sporadic, inconsistent achievement, unexplained bursts of interest and achievement
Heightened sensitivity; Keen sense of justice

Affect

Feelings oriented, sensitive, emotional

Harmony

Field dependent; the environment and relationships are valued
  • Confronts injustices, especially personal ones
  • Takes on battles of loved ones, peers
  • Refuses to accept status quo

Affect

Viewed as defensive, too sensitive, too critical, too suspicious

Harmony

Viewed as self-centered (personal concerns outweigh larger social issues)
Independent

Communalism

Extroverted–social and family oriented: guided by a we/us/our philosophy

Expressive Individualism

Risk taker; dares to be different; creative
  • Interdependent; prefers to work with others
  • Prefers and enjoys helping others
  • Risk taker
  • Less likely to follow directions
 Viewed as lacking independence, needy; immature; disrespectful; nonconforming; noncompliant

Used with permission from Donna Y. Ford. From Recruiting & Retaining Culturally Different Students in Gifted Education by Donna Y. Ford, PH.D. Copyright 2013 by Prufrock Press Inc., P.O. Box 8813, Waco, TX 76714, 800.998.2208, www.prufrock.com. All rights reserved.