Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Urban Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Hébert, T. P.
Right arrow Articles by Reis, S. M.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Culturally Diverse High-Achieving Students in an Urban High School

Thomas P. Hébert

University of Georgia

Sally M. Reis

University of Connecticut

Many high ability students from culturally diverse populations exist in large economically deprived urban environments and they are often included in the statistical reports of high school dropouts. A 3-year investigation of the culture of highability, high-achieving students in an urban high school was undertaken by researchers from the National Research Center on the Gifted and Talented. Through ethnographic interviews and case study methods, descriptions emerged of culturally diverse teenagers who achieved in an urban high school. Specific factors that enabled these students to succeed included: the development of a belief in self, supportive adults, interaction with a network of high-achieving peers, extracurricular activities, challenging classes such as honors classes, personal characteristics such as motivation and resilience, and family support. The findings of the study offer educators useful suggestions and strategies for addressing the academic needs of talented youth in an urban setting.

Urban Education, Vol. 34, No. 4, 428-457 (1999)
DOI: 10.1177/0042085999344002
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Am Educ Res JHome page
D. W. Stinson
Negotiating Sociocultural Discourses: The Counter-Storytelling of Academically (and Mathematically) Successful African American Male Students
American Educational Research Journal, December 1, 2008; 45(4): 975 - 1010.
[Abstract] [Full Text] [PDF]

Home page
 Gifted Child QuarterlyHome page
T. P. Hebert and M. T. McBee
The Impact of an Undergraduate Honors Program on Gifted University Students
Gifted Child Quarterly, April 1, 2007; 51(2): 136 - 151.
[Abstract] [PDF]

Home page
 REVIEW OF EDUCATIONAL RESEARCHHome page
D. W Stinson
African American Male Adolescents, Schooling (and Mathematics): Deficiency, Rejection, and Achievement
Review of Educational Research, January 1, 2006; 76(4): 477 - 506.
[Abstract] [PDF]

Home page
 Gifted Child QuarterlyHome page
T. P. Hebert
Jermaine: A Critical Case Study of a Gifted Black Child Living in Rural Poverty
Gifted Child Quarterly, April 1, 2001; 45(2): 85 - 103.
[Abstract] [PDF]