Special Populations

Super Sunday Session

Implicit Bias and Underrepresentation: An Interdisciplinary Exploration Builds Bridges Over Empathy Gulfs

Sunday, November 12
9:15 AM - 10:15 AM
Location: 217 D

The underrepresentation of Black and Hispanic/Latino students in gifted programs persists. Meanwhile, racism and implicit bias still saturate our society. In this session we synthesize discoveries from gifted education with ideas from outside disciplines to illustrate some new ways that underrepresentation can be attacked and possibly overcome. Participants learn how the marginalization of Black and Hispanic/Latino students derives from a number of phenomena highlighted by ethical philosophers, sociologists, cultural anthropologists, economists, and others. Some of these phenomena include distinctions between particularist and universalist morality, the flight from reality in the human sciences, unearned merit, the undervaluing of cognitive diversity, market fundamentalism, and empathy gulfs.

Donna Y. Ford

Professor
Vanderbilt University

Donna Y. Ford, PhD, is Professor of Education and Human Development at Vanderbilt University. Dr. Ford holds appointments in the Department of Special Education and Department of Teaching and Learning. She has a Ph.D. in Urban Education (educational psychology), M.Ed. (counseling), and B.A. in communications and Spanish from Cleveland State University.

Professor Ford conducts research and consults in gifted and multicultural/urban education on (1) the achievement gap; (2) gifted under-representation for Black students; (3) recruiting and retaining culturally different gifted students; (3) multicultural curriculum and instruction; (4) culturally competent teacher training/development; (5) family involvement.

She is the author/co-author of several books, including: Gumbo for the Soul: Liberating Memoirs and Stories to Inspire Females of Color; Recruiting and Retaining Culturally Different Students in Gifted Education (2013), Reversing Underachievement Among Gifted Black Students (1996, 2010), Multicultural Gifted Education (1999, 2011), Gifted and Advanced Black Students in School: An Anthology of Critical Works (2011). In Search of the Dream: Designing Schools and Classrooms that Work for High Potential Students from Diverse Cultural backgrounds (2004), Diverse Learners with Exceptionalities: Culturally Responsive Teaching in the Inclusive Classroom (2008), and Teaching Culturally Diverse Gifted Students (2005). Professor Ford has written over 200 articles and book chapters, and made over a 1,000 presentations nationally.

Dr. Ford’s work has been recognized by professional organizations: American Educational Research Association; National Association for Gifted Children; The National Association of Black Psychologists; Council for Exceptional Children-The Association for the Gifted

Dr. Ford is co-founder of the Scholar Identity Institute for Black MalesTM, and creator of The Ford Female Achievement Model of Excellence (F2AME). Donna is a two-time board member of the NAGC, and has served on editorial boards (Gifted Child Quarterly, Exceptional Children, Roeper Review, Journal of Negro Education, and Gifted Child Today).

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