African American Learners in Special Education: A Closer Look at Milwaukee

2010 ◽  
Vol 5 (2) ◽  
Author(s):  
Festus E. Obiakor ◽  
Mateba K. Harris ◽  
MaxMary T. Offor ◽  
Floyd D. Beachum
Keyword(s):  
Special Education ◽  
African American ◽  
African American Learners

Self-Concept of African-American Students: An Operational Model for Special Education

1992 ◽  
Vol 59 (2) ◽  
pp. 160-167 ◽  
Author(s):  
Festus E. Obiakor
Keyword(s):  
Special Education ◽  
African American ◽  
African American Students ◽  
Assessment Tools ◽  
Self Concept ◽  
Operational Model ◽  
School Programs ◽  
American Students ◽  
Multicultural Perspectives

African-American students who fail in school programs are presumed to have a “low” self-concept. However, this view fails to recognize self-concept as an observable, describable, situation-specific, and measurable phenomenon. In addition, it ignores the cultural biases and prejudices inherent in current self-concept assessment tools. In contrast, the operational model of self-concept, which defines self-descriptive behavior, permits identification of styles, strengths, and weaknesses in the areas of self-concept. The article explores methods for enhancing self-concepts of African-American students and accommodating multicultural perspectives.

Assessment and Identification of African-American Learners with Gifts and Talents

1992 ◽  
Vol 59 (2) ◽  
pp. 150-159 ◽  
Author(s):  
James M. Patton
Keyword(s):  
African American ◽  
Psychoeducational Assessment ◽  
African American Learners

This article presents a schema designed to guide the development of theory, methodology, and research related to the psychoeducational assessment of African-American learners with gifts and talents. The relationships among African-American worldviews, needed psychoeducational assessment theory and methodology, and desirable assessment and identification instruments and practices are explored. Assessment paradigms, instruments, and practices most reliable and valid for identifying gifts and talents among African-American learners are offered.

In My Opinion: Does Race Matter?

2009 ◽  
Vol 16 (3) ◽  
pp. 134-139
Author(s):  
Danny Bernard Martin
Keyword(s):  
African American ◽  
Mathematics Education ◽  
Achievement Gap ◽  
Education Reforms ◽  
Social Constructs ◽  
Racial Achievement Gap ◽  
American Children ◽  
Racial Achievement ◽  
African American Learners ◽  
Study Panel

To the detriment of young African American learners, racial achievement gap rhetoric impacts social constructs in American classrooms. In my opinion, recent mathematics education reforms, despite equity-oriented rhetoric expressing concern for all children (NCTM 1989, 2000; RAND Mathematics Study Panel 2003), have instead helped foster an environment where African American children continue to be viewed as intellectually inferior and mathematically illiterate, usually in relation to children who are identified as white or Asian.

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