Racial identity in context for the gifted African American student

Abstract

The role of race in the lives of gifted African American students is an understudied phenomenon. The discourse in the literature regarding the influence of racial identity on academic achievement has been relatively narrow, often ignoring such important conceptual issues as the fact that racial identity is dynamic across situations; that race is not important to all African Americans; that the individual's assessment of what is African American is most important; and that racial identity cannot be understood without examining the social context. This critical review of the literature draws on both developmental and social psychological research to suggest that these assumptions are shortsighted and lead to unnecessarily simplistic recommendations for intervention and policy.