Creativity and Equity: The Legacy of E. Paul Torrance as an Upstander for Gifted Black Males

Grantham, Tarek C.

doi:10.1007/s11256-013-0257-2

Cited by 18 publications

(16 citation statements)

References 51 publications

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“…It is not atypical for urban African American pre-college males to acclimate struggling to survive ("the struggle) that Gratham [40] describes as "liv [ing] in homes and communities with limited adult supervision, excessive violence, and/support for homework." In this case, we see that the role of family/community/educators does not always have a positive influence on children.…”

Section: Dynamism Agility Resilience and Flexibilitymentioning

confidence: 99%

Engineer of 2020 Attributes and the Black Male Future Engineer: A Review of Literature

Tolbert

Cardella

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Historically, the United States of America has been an innovative and technically proficient forerunner. This position is threatened as the country's ability to develop competitive quantities of engineers, equipped to tackle the complex challenges of the future, has come under question. These challenges are wicked and unknown and will force engineers to use collaborate and use technical skills to solve social problems. With this in mind, the National Academies of Engineering launched the Engineer of 2020 project and charged its Committee on Engineering Education to develop a vision for engineering in 2020 and beyond. The Engineer of 2020 will be characterized by 10 attributes. The descriptions of these skills are vague; many institutions and organizations have characterized these attributes and created internal metrics by and through which they will develop these attributes in their students.Yet, it is not the university's sole responsibility to develop engineering attributes in future engineers. Before beginning college, students have vast experiences both through formal and informal education, which may have already begun to foster these attributes. Additionally, there is a cultural transmission of knowledge and experiences which may inculcate students with interest towards interests in STEM fields. Thus, this literature review will discuss the engineer of 2020 attributes as discussed in historical and contemporary literature related to African Americans/Blacks, with a focus on males and precollege informal learning contexts. In this literature mapping review, the terms Blacks and African Americans will be used interchangeably. This work can impact the engineering education and diversity research by spurring increased conversation and research investigations of cultural practices and activities from informal settings which may contribute to engineering attribute development. IntroductionThis work will offer an additional perspective on how researchers can explore connections between the engineer of 2020 (E2020) attributes and the lived experiences of African American communities, particularly of African American male youth. As engineering educators develop engineers, who represent different cultures, it is important to understand their lived experiences and the social and historical occurrences that might serve as foundations for those experiences. These lived experiences can help us understand the intersection between a Black male student's lived experience and his journey on the engineering pathway.Although Black males are earn only 4.8% of engineering degrees awarded [2] , their presence in the discipline provides evidence of their ability to succeed in the field. Often our American society and their educational environments challenge Black boys by placing unseen obstacles in their pathways. One such obstacle is the significance American society places on practices, values and norms of the White majority community. The practices, norms and practices of African American students is not welcomed, incl...

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Section: Dynamism Agility Resilience and Flexibilitymentioning

confidence: 99%

Engineer of 2020 Attributes and the Black Male Future Engineer: A Review of Literature

Tolbert

Cardella

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Creativity is a profound and natural equalizer. A study on "Self-Reported Differences in Creativity by Ethnicity and Gender," shows that increasing value placed on creativity can reduce stereotype threat (Kauffman, 2006;Grantham, 2013). The report found that, contrary to negative stereotypes regarding knowledge plaguing specific racialized populations in the United States, African American males and Native American students of all genders tended to rate themselves as comparably more creative than other ethnicities and gender combinations (Kauffman, 2006).…”

Section: Creativity and Reformmentioning

confidence: 99%

“…Kauffman (2006) states that a "sophisticated creativity measure that incorporates multiple domains could increase fairness" (p. 1074). A reprioritization that focuses on creativity could level this critical field and create space for more diverse voices and intelligences to be recognized within public education (Grantham, 2013).…”

Section: Creativity and Reformmentioning

confidence: 99%

“…Beyond the demonstrated benefits this reprioritization would hold for individuals hoping to successfully navigate the primary human activity of meaning-making in both life and death, there are important implications for how these findings support social justice objectives at a societal level. First, as evidenced throughout the literature review, a focus on creativity in education would help mitigate achievement gaps and provide more voice for diverse voices/types of knowing in the classroom (Kauffman, 2006;Grantham, 2013).…”

Section: Programs and Politiciansmentioning

confidence: 99%

“…Similarly, meaning-making is a cross-cultural human occupation that takes infinite forms revealing the breadth, depth, and variety of human voice and capacity for interpretation. Furthermore, creative expression is one of the most unanimously recognized intelligences that combat discriminatory education (Grantham, 2013;Kaufman, 2006). In this way, meaning-making and mortality awareness match each other as unique areas of common ground, with creative expression serving as a fundamental bridge.…”

Section: Introductionmentioning

confidence: 99%

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Unlocking the Cage: Empowering Literacy Representations in Netflix'sLuke CageSeries

Toliver¹

2017

J Adolescent & Adult Lit

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Popular culture aids in the conditioning of U.S. society, assisting in the determination of who is esteemed as literate and who is disgraced with illiteracy. Unfortunately, pop culture depictions of black male literacy often reify the stereotype that black males are less literate than their peers. Although a real issue presents itself in the opportunity gap that exists between black males and other racial groups, however, focusing on the negative fails to complicate the narrative. The purpose of this article is to confound monolithic representations by acknowledging positive, nuanced, and complex black male literacy practices. The author uses critical rhetorical analysis and positioning theory to highlight Netflix's Luke Cage series as a site where empowering literacy practices prevail. For educators, the author suggests using a critical rhetorical analysis of popular culture to examine and question content that presents static representations of black male literacy.

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Creativity and Equity: The Legacy of E. Paul Torrance as an Upstander for Gifted Black Males

Cited by 18 publications

References 51 publications

Engineer of 2020 Attributes and the Black Male Future Engineer: A Review of Literature

Engineer of 2020 Attributes and the Black Male Future Engineer: A Review of Literature

Or I May Live...

Unlocking the Cage: Empowering Literacy Representations in Netflix'sLuke CageSeries

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