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Black males' self-perceptions of academic ability and gifted potential in advanced science classes

2005; Wiley; Volume: 42; Issue: 8 Linguagem: Inglês

10.1002/tea.20077

1098-2736

Barbara Rascoe, Mary M. Atwater,

Higher Education Research Studies

Journal of Research in Science TeachingVolume 42, Issue 8 p. 888-911 Black males' self-perceptions of academic ability and gifted potential in advanced science classes Barbara Rascoe, Corresponding Author Barbara Rascoe [email protected] Department of Learning and Instruction, State University of New York at Buffalo, 505 Christopher Baldy Hall, Buffalo, New York 14260-1000Department of Learning and Instruction, State University of New York at Buffalo, 505 Christopher Baldy Hall, Buffalo, New York 14260-1000.Search for more papers by this authorMary Monroe Atwater, Mary Monroe Atwater Department of Mathematics and Science Education, University of Georgia, Athens, GeorgiaSearch for more papers by this author Barbara Rascoe, Corresponding Author Barbara Rascoe [email protected] Department of Learning and Instruction, State University of New York at Buffalo, 505 Christopher Baldy Hall, Buffalo, New York 14260-1000Department of Learning and Instruction, State University of New York at Buffalo, 505 Christopher Baldy Hall, Buffalo, New York 14260-1000.Search for more papers by this authorMary Monroe Atwater, Mary Monroe Atwater Department of Mathematics and Science Education, University of Georgia, Athens, GeorgiaSearch for more papers by this author First published: 31 August 2005 https://doi.org/10.1002/tea.20077Citations: 17AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Abstract The purpose of this research effort was to examine Black male students' self-perceptions of academic ability and gifted potential in science. The purposeful sample consisted of nine Black males between the ages of 14 and 18 years. Four categories of self-perceptions of academic ability and gifted potential emerged from the data. These included: (a) gifted high achievers; (b) gifted "could do better" high achievers; (c) gifted "could do better" situational nonachievers; and (d) gifted "could do better" underachievers. Science teachers' influences that referenced participants' academic achievement pointed to validation. Participants' perceptions regarding how science teachers' influenced their academic performance focused on science teachers' content knowledge. Power dynamics germane to Black male participants' value or worth that directed their efforts in science learning environments are discussed. Implications are posited for science teaching, science education programs, and future research. This research endeavor was based on two premises. The first premise is that Black males' self-perceptions of academic ability affect their science academic achievement. The second premise is that, given parental, peer, and community influences, science teachers have considerable influence on students' self-perceptions of academic ability. However, the focus of this research was not on parental influences, peer influences, or any potential influences that participants' communities may have on their academic achievement. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 888–911, 2005 References Alamprese, J. & Erlanger, W. (1989, April). No gift wasted: Effective strategies for educating highly able disadvantaged students in mathematics and science. 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Google Scholar Citing Literature Volume42, Issue8October 2005Pages 888-911 ReferencesRelatedInformation