To Be or Not to Be Gifted: The Choice for a New Generation

Henfield, Malik S.; Washington, Ahmad R.; Owens, Delila

doi:10.1177/107621751003300207

Cited by 10 publications

(6 citation statements)

References 17 publications

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“…Black males often wish to avoid labels and are fearful of being teased for 'acting White' or not being 'Black enough' if they exhibit stereotypical intellectual behavior (Graham and Anderson 2008;Henfield et al 2008a, but see also Fryer and Torelli 2010). Gaining admittance to a gifted program can, thus, lead to considerable stress for Black males trying to maintain both high academic performance as well as loyalty to peers (Mickelson and Greene 2006;Henfield et al 2010). Given such stigma and challenges to ethnic/racial identity, talented Black students often stay away from gifted programs, and when they do enroll, they often disengage and are quick to leave such programs (Carpenter and Ramirez 2007;Fisher 2005).…”

Section: Black Males In Gifted Programsmentioning

confidence: 99%

Being Black, Male, and Gifted in Miami: Prevalence and Predictors of Placement in Elementary School Gifted Education Programs

et al. 2013

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Although it is well established that Black male students are underrepresented in gifted educational programs in the United States, due to a scarcity of longitudinal prospective research, little is known about the protective factors at the child, family, and school level that increase the probability of Black male students being identified as gifted during early elementary school. Using data from the Miami School Readiness Project, we followed 6,926 low-income Black males from preschool through 5th grade to describe trajectories for the 453 Black males (6.5 %) who were identified as gifted, and examined child, family, and preschool variables associated with gifted classification. Boys were most commonly identified as gifted in first and second grade, and 15 % of the identified boys did not appear to be receiving gifted courses. Hierarchical multiple logistic regression analyses revealed that being classified as gifted in early elementary school was more likely for Black males who (a) attended public school pre-K programs at age four, (b) had higher cognitive, language, fine motor, behavioral, and emergent literacy school readiness skills before entering kindergarten, (c) spoke a language other than English at home, (d) were older upon entering kindergarten, (e) received higher grades in school, and 123Urban Rev (2013) 45:416-447 DOI 10.1007 (f) scored higher on standardized tests of math and reading. Predictors of gifted identification in the kindergarten year were different and weaker compared to identification in later years. Implications for early identification and intervention for talented Black males are discussed.

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Section: Black Males In Gifted Programsmentioning

confidence: 99%

Being Black, Male, and Gifted in Miami: Prevalence and Predictors of Placement in Elementary School Gifted Education Programs

et al. 2013

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“…There may also be negative effects to pullout programs, when students leave their friends behind in a regular classroom, a choice that some are not willing to make (Henfield, Washington, & Owens, 2010;Olszewski-Kubilius, 2003). This can be especially true of culturally and linguistically diverse students, who know that they may be the only representative of their group in the gifted class.…”

Section: The Isolated Giftedmentioning

confidence: 99%

Gifted Education as a Vehicle for Enhancing Social Equality

Cross¹

2013

Roeper Review

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“…In addition, the dancers perfect the movements according to the choreographer’s aesthetic and expressive abilities and dance style. In the current society full of commercial atmosphere, mass culture profoundly affects the aesthetic interest of young people and gives birth to a new generation of dance choreographers ( Henfield et al, 2010 ). These new generation choreographers need to take into fusing the traditional techniques to create new trends in modern society, which is based on the current time and changes with the times, thus meeting and leading the audience’s continuous development of aesthetic interest ( Long, 2006 ).…”

Section: Introductionmentioning

confidence: 99%

Improvisational Dance-Based Psychological Training of College Students’ Dance Improvement

Dou

Lin

2021

Front. Psychol.

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Dance creation involves complex psychological activities. Although previous studies have conducted extensive investigations on the psychological aspects of choreographers’ creations, little is known regarding the psychological barrier of choreographers in terms of creativity. The study aims to explore the psychological barrier of innovation in dance choreography, which is a kind of situation between mental illness and mental problems. The research shows that improvisational dance is a free dance with the human body as a material carrier, and it is a dance form that the dancer’s thinking is transformed into dance action to express their inner thoughts. The improvement of the potential creative thinking of dance creators through the improvisational dance movement and structure are explored. Meanwhile, the theoretical ideas of psychologists have been applied to the cultivation and improvement of improvisational dance creativity, which has made full certification and supplement. Moreover, through psychological experiments, it is proved that improvisational dance is an important way to release and develop creativity. Based on the theory of psychology, feasible suggestions are given to improve students’ creative ability in the process of improvisational dance teaching.

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To Be or Not to Be Gifted: The Choice for a New Generation

Cited by 10 publications

References 17 publications

Being Black, Male, and Gifted in Miami: Prevalence and Predictors of Placement in Elementary School Gifted Education Programs

Being Black, Male, and Gifted in Miami: Prevalence and Predictors of Placement in Elementary School Gifted Education Programs

Gifted Education as a Vehicle for Enhancing Social Equality

Improvisational Dance-Based Psychological Training of College Students’ Dance Improvement

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