Donna Y Ford, PhD Bio and Vitae Ford Vitae/CV (Click Here) Ford Contact (Click Here) **BIOGRAPHY** Donna Y. Ford, PhD Nov. 2024 Donna Y. Ford, PhD, is a Distinguished Professor of Education and Human Ecology in the College of Education and Human Ecology at the Ohio State University. She is also a Faculty Affiliate with the Kirwan Institute and the Center for Latin American Studies. Professor Ford is in the Department of Educational Studies and the Special Education Program. She was at Vanderbilt University for 15 years and held two Endowed Chairs there. Dr. Ford was a Professor of Special Education at the Ohio State University (1997-2004), an Assistant and Associate Professor of Educational Psychology at the University of Virginia, and an Assistant Professor at the University of Kentucky. Professor Ford earned her Doctor of Philosophy degree in Urban Education (educational psychology) (1991), Masters of Education degree (counseling) (1988), and Bachelor of Arts degree in communications and Spanish (1984) from Cleveland State University. Professor Ford conducts research primarily in gifted education and culturally responsive/multicultural/urban education. Specifically, her work focuses on: (1) the achievement gap; (2) recruiting and retaining culturally different students in gifted education; (3) multicultural curriculum and instruction; (4) culturally competent teacher training and development; (5) African-American identity; and (6) African-American family involvement. She consults with school districts, and educational and legal organizations on such topics as gifted education under-representation and Advanced Placement, multicultural/urban education and counseling, and closing the achievement gap. Professor Ford has written over 375 articles and book chapters; she has made over 2,000 presentations at professional conferences and organizations, and in school districts. She is the author/co-author/co-editor of 15 books, including Gumbo for the Soul: Liberating Memoirs and Stories to Inspire Females of Color (2017); Telling Our Stories: Culturally Different Adults Reflect on Growing Up in Single-Parent Families (2017); R.A.C.E. Mentoring Through Social Media:Black and Hispanic Scholars Share Their Journey in the Academy (2017); 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’s work has been recognized by numerous professional organizations: Council for Exceptional Children Lifetime Achievement Award; Newsweek RHSU Edu-Scholar Public Influence Ranking; Stanford University Study’s Top 2% of World Scientists; Research Award from the Shannon Center for Advanced Studies; the Early Career Award and the Career Award from The American Educational Research Association; Senior Scholar Award and Early Scholar Award from The National Association for Gifted Children; the Esteemed Scholarship Award from The National Association of Black Psychologists; the Outstanding Service Award from the Council for Exceptional Children-The Association for the Gifted. She was the Vanderbilt University SEC Faculty Award recipient (2013). Professor Ford is even more proud and humbled by awards received from student organizations (Black Student Alliance Distinguished Faulty Award, and Jimmie Franklin Outstanding Vanderbilt Faculty Award). Sample Awards and Honors ● 2023 Stanford Study, Top 2% of World Educators, (year ranking 39,881 out of 223,153; career ranking 89,769 out of 217,089. Source: Ioannidis, John P.A. (2024), “August 2024 data-update for "Updated science-wide author databases of standardized citation indicators"”, Elsevier Data Repository, V7, doi: 10.17632/btchxktzyw.7 https://elsevier.digitalcommonsdata.com/datasets/btchxktzyw/7 CEC Lifetime Achievement Award, Council for Exceptional Children Emerald Award Literati 2024 for Outstanding Author Contribution Winner (co-authored chapter), Emerald Publishing The 2024 EdWeek RHSU Edu-Scholar Top 200 Public Influence Rankings https://www.edweek.org/policy-politics/opinion-the-2024-rhsu-edu-scholar-public-influence-rankings/2024/01 Research.com rankings - 2072 in the world and 1026 in United States https://research.com/scientists-rankings/social-sciences-and-humanities/us?page=1 Peabody Black Museum Honoree, Vanderbilt University --------- Dr. Ford is creator of The Ford Fema le Achievement Model of Excellence (FAME). Donna is a two-time board member of the National Association for Gifted Children, and has served on numerous editorial boards, such as Gifted Child Quarterly, Exceptional Children, Roeper Review, Journal of Negro Education, Gifted Child Today, and Journal of Educational Psychology. She also reviews for several journals in such disciplines and topics as urban education, the achievement gap, educational psychology, and counseling and development. Professional development includes membership in professional organizations, including the National Association for Gifted Children, Council for Exceptional Children, American Educational Research Association, National Association for Multicultural Education, American Association of Colleges and Teacher Educators, and others. On a personal note, she is the proud mother of Khyle L. Ford and proud grandmother of Khyle Jr. (KJ) – DYF * donnayford@gmail.com * ford.255@osu.edu * www.facebook.com/donnayford * twitter: @donnayford Although I am no longer at Vanderbilt, this video is still a relevant overview. For a good laugh... 1/1 HOME Blog & videos Ford Bio & Books RESOURCES PROJECTS CONTACT Blog Search Results More

The world we have created is a product of our thinking. We cannot change things until we change our thinking.  - Einstein A SAMPLE of handouts from presentations/workshops/keynotes on such topics as "recruiting and retaining Black students in gifted education", "creating culturally responsive classrooms for gifted students", "closing the achievement gap in gifted education", "creating multicultural gifted education curriculum and lesson plans", and other topics! PROFESSIONAL DEVELOPMENT HANDOUTS: Gifted Education, Multicultural Education, Multicultural Curriculum, Black Students, Gifted Black Students, Gifted Under-Representation, Underachievement, Achievement Gap... Culture Overview Presentation Culturegram (Mexico) Boykin Black Culture Presentation Cross Racial Identity Presentation Banks Multicultural Curriculum Presentation Multicultural Bibliography Presentation Deficit Thinking Presentation Critical Thinking Presentation Academic Commandments Presentation HOME Blog & videos Ford Bio & Books RESOURCES PROJECTS CONTACT Blog Search Results More

Donna Y Ford is an expert on gifted education and urban education. She consults on gifted Black and Hispanic student under-representation. ANTI-RACIST, CULTURALLY RESPONSIVE, EQUITABLE EDUCATION (RIGOR & RELEVANCE FOR EVERY STUDENT) Closing Achievement and Opportunity Gaps by Increasing Access to Gifted & Talented and AP Classes! A mind is a terrible thing to waste (United Negro College Fund). A mind is a terrible thing to erase (Donna Y. Ford). EXPECTATIONS + EMPOWERMENT + EXCELLENCE + EQUITY Being Black, Gifted & Poor: My Story (click here) Click buttonto read Ford and Hines' Brief Video on Equity and Black Students (click here) EMAILS: ford.255@osu.edu or donnayford@gmail.com (1) Anti-Racist, Culturally Responsive Education/Educators; (2) Equity, Diversity, & Inclusion; (3) Gifted and Talented Education; Black Students SCHOLARSHIP Dr. Ford has written several books and over 300 articles and book chapters on Black students, gifted education underrepresentation, and closing achievement gaps. Bio & CV Donna Y. Ford, PhD DiSTINGUISHED PROFESSOR of College of Education & Human Ecology The Ohio State University CONTACT 2020-present Ranked Top 2% of World's Scientists https://topresearcherslist.com/Home/Profile/801778 CONSULTING Professor Ford has consulted with hundreds of schools, districts, and organizations. She has conducted over 2,000 presentations and workshops. Vitae & Bio HOME Blog & videos Ford Bio & Books RESOURCES PROJECTS CONTACT Blog Search Results More

* donnayford@gmail.com * ford.255@osu.edu * www.facebook.com/donnayford * twitter: dyford@donnayford Ford Vitae/CV (Click Here) Ford Contact (Click Here) Donna Y Ford, PhD BIO and CV For a good laugh... Donna Y. Ford, PhD , is a Distinguished Professor of Education and Human Ecology and Kirwan Institute Faculty Affiliate at The Ohio State University's College of Education and Human Ecology. She is in the Educational Studies Dept., Special Education Program. She returned to OSU in Aug. 2019. Professor Ford was formerly an endowed chair at Vanderbilt University in the College of Education. D r. Ford has been a Professor of Special Education at the Ohio State University, an Associate Professor of Educational Psychology at the University of Virginia, and an Assistant Professor at the University of Kentucky. Professor Ford earned her Doctor of Philosophy degree in Urban Education (educational psychology) (1991), Masters of Education degree (counseling) (1988), and Bachelor of Arts degree in communications and Spanish (1984) from Cleveland State University. Professor Ford conducts research primarily in gifted education and multicultural/urban education. Specifically, her work focuses on: (1) the achievement gap; (2) recruiting and retaining culturally different students in gifted education; (3) multicultural curriculum and instruction; (4) culturally competent teacher training and development; (5) African-American identity; and (6) African-American family involvement. She consults with school districts, and educational and legal organizations on such topics as gifted education under-representation and Advanced Placement, multicultural/urban education and counseling, and closing the achievement gap. Professor Ford has written over 300 articles and book chapters; she has made over 2,000 presentations at professional conferences and organizations, and in school districts. She is the author/co-author of several books, including Gumbo for the Soul: Liberating Memoirs and Stories to Inspire Females of Color (2017); Telling Our Stories: Culturally Different Adults Reflect on Growing Up in Single-Parent Families (2017); R.A.C.E. Mentoring Through Social Media:Black and Hispanic Scholars Share Their Journey in the Academy (2017); 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). Dr. Ford’s work has been recognized by various professional organizations: Research Award from the Shannon Center for Advanced Studies; the Early Career Award and the Career Award from The American Educational Research Association; Senior Scholar Award and Early Scholar Award from The National Association for Gifted Children; the Esteemed Scholarship Award from The National Association of Black Psychologists; the Outstanding Service Award from the Council for Exceptional Children-The Association for the Gifted. She is the Vanderbilt University SEC Faculty Award recipient (2013). Professor Ford is even more proud and humbled by awards received from student organizations (Black Student Alliance Distinguished Faulty Award, and Jimmie Franklin Outstanding Vanderbilt Faculty Award). Dr. Ford is co-founder of the Scholar Identity Institute (SII) for Black MalesTM, and creator of The Ford Female Achievement Model of Excellence (FAME). Donna is a two-time board member of the National Association for Gifted Children, and has served on numerous editorial boards, such as Gifted Child Quarterly, Exceptional Children, Roeper Review, Journal of Negro Education, Gifted Child Today, and Journal of Educational Psychology. She also reviews for several journals in such disciplines and topics as urban education, the achievement gap, educational psychology, and counseling and development. Professional development includes membership in professional organizations, including the National Association for Gifted Children, Council for Exceptional Children, American Educational Research Association, National Association for Multicultural Education, American Association of Colleges and Teacher Educators, and others. On a personal note, she is the proud mother of Khyle L. Ford and proud grandmother of Khyle Jr. (KJ) – DYF . – DYF My Channel Sign in My Channel Play Video Share Whole Channel This Video Facebook Twitter Pinterest Tumblr Copy Link Link Copied Search video... Now Playing Peabody Faculty Profile: Donna Ford 00:00 Play Video HOME Blog & videos Ford Bio & Books RESOURCES PROJECTS CONTACT Blog Search Results More

Black Males : Promoting a Scholar Identity Dr. Gilman Whiting and I are co-directors and co-founders of the trademarked Scholar Identity Institute (SII) based on Whiting's Scholar Identity Model (SIM) which contains 9 characteristics of a school tailored to Black males. With the SIM and SII, we endeavor to un-brainwash Black males so they are not blinded and deceived by racism and stereotypes about their group. We work and consult with numerous communities, organizations, families, schools, and Black males on our mission to close the achievement gap! Whiting's Scholar Identity ARTICLE (click here) Scholar Identity VIDEO (13 min.) (click here) HOME Blog & videos Ford Bio & Books RESOURCES PROJECTS CONTACT Blog Search Results More

Click button below for Ford & Hines' video on Gifted Black Students and STEM (6 minutes). Enjoy! Click for Ford & Hines' video on Gifted Black Students and STEM

Books on Multicultural and Gifted Education Reversing Underachievement Among Gifted Black Students (2nd ed.) Two thorny issues that continue to exist in education are the underrepresentation of Black students in these classes and the persistent underachievement of Black students even when identified as gifted. In this edition, these two issues are addressed, with updated information on key social, familial, educational, and psychological factors that contribute to underachievement and underrepresentation. Underachievement and underrepresentation are placed squarely within the larger context of the achievement gap and deficit thinking. A central proposition is that we cannot close the achievement gap unless we eliminate deficit thinking and desegregate gifted education and AP classes. Reversing Underachievement is a must-have text that affords readers a comprehensive understanding of how schools, families, and the social, cultural, and psychological matrix all interact to affect both achievement and underachievement. Black Boys are Lit This book of matrices with Black boys as the main character is designed to help gifted and talented education teachers leverage Black boys’ identities to inform and shape how they plan and deliver curriculum and instruction and manage the multicultural, democratic, and culturally responsive classroom. Ford and colleagues (2005) spoke to the notion of and need for ‘self-reflective instruction.’ We argue that all teachers must want to and learn how to legitimize the “everyday” experiences that are learned and cultivated in the homes and communities of Black boys, and how these experiences shape their self-identities and contribute to agency (Wright, Counsell, & Tate 2015). We, therefore, advocate for the rethinking of literacies by repositioning White-centered texts that often reflect and represent power and privilege toward centering the brilliance of Black identities of Black children in general, Black boys in particular. Black boys (of all ages) want to and need to physically see positive images of themselves in books reflected at them. This representation, we argue, has the potential to become an example of a compelling counter-narrative to the history of the “all-White world” (Larrick, 1965) of children’s books that only presented Black characters as “objects of ridicule and generally inferior beings” (Sims Bishop 2012, p. 6). When Black boys see themselves portrayed visually, textually, and realistically in children’s books, vital messages of recognition, value, affirmation, and validation are conveyed. Recognition of the sociocultural contexts in which they live is celebrated. Books for and about Black boys must be rigorous, authentic, multicultural, and developmentally appropriate to allow them to synthesize what they have read, heard, and seen during literacy instruction in authentic and meaningful ways. Multicultural books must introduce children to information about the values of justice, fairness, and equity. Developmentally appropriate books should vary with and adapt to the age, experience, and interests of gifted and talented Black boys to allow them the opportunity to demonstrate critical thinking, textual analysis skills and convey conceptual knowledge. These stories must expose Black boys to culturally relevant counter stories -- stories that counteract the dominant discourse that has primarily depicted Black boys as “at risk” versus placed at risk; “without hope” versus hopeful; or “out of control and dangerous” (Tatum, 2005, p. 28) versus developing self-control like all other children (Wright et al., 2018) Multicultural Gifted Education (2nd ed.) Each year, the United States witnesses significant changes in the demographics of its citizens. Accordingly, schools—and the students we teach—are also changing. With such changes come the need, responsibility, and obligation for educators to provide students with an education that is both rigorous and culturally responsive. This book bridges the gap that exists between educating advanced learners and educating culturally different learners. Multicultural Gifted Education, 2nd ed. addresses various topics, including racially and culturally diverse students and families, historical and legal perspectives on educating gifted and minority students, culturally responsive curriculum and assessment, and counseling students from a multicultural perspective. Diverse Exceptional Learners with Exceptionalities Th is text focuses on the special needs of culturally and racially diverse learners with exceptionalities. The culturally and linguistically diverse learner is profiled in terms of disproportionate positions within our society and schools. A case is made for why intense attention is needed for this population, the points of greatest need for this population and why certain types of instruction are more appropriate for those students with the most significant educational needs. The text discusses the nature of culture and cultural/linguistic diversity in the United States, the exceptional learner-those with both disabilities and gifts, assessment/testing issues, family issues, ways to prevent academic and social problems through early intervention, and methods for teaching both social and academic behaviors. Additionally, the text provides community and study skill cont ent that are especially important for CLDE learners. Gifted and Advanced Black Students in School: An Anthology of Critical Works African-American students who are gifted or advanced learners are too often overlooked and misunderstood in education. Part of the problem associated with this neglect is that relatively little scholarship exists on those who are culturally different and in need of more challenge in school settings. This body of work was developed to help resolve this shortcoming and to inform and guide educators in their work. In the first work of its kind, the book's editors have compiled reprints of what they believe to be among the best or most promising work, past and present, in understanding, meeting the needs of, and working with Black gifted and/or advanced learners. Theory, research, models, and strategies shed light on what we all must do to ensure that both gifted and advanced Black learners excel in school and otherwise reach their potential. More Books by Ford HOME Blog & videos Ford Bio & Books RESOURCES PROJECTS CONTACT Blog Search Results More

Original and Revised Ford-Harris/ Bloom-Banks Matrix ( trademarked) These unique matrices were created and trademarked by Ford. The original and revised Matrices Combine Bloom's Taxonomy with Banks' Multicultural Infusion Model, resulting in a curricular model that is RIGOROUS and RELEVANT!! Teachers and curriculum developers can now promote both critical thinking and high quality multicultural lesson plans! DOWNLOAD Orig. Matrix Definitions Ford's Colored Bloom-Banks Matrix ARTICLE DOWNLOAD Blank Orig. Matrix DOWNLOAD Revised Blank Matrix DOWNLOAD Revised Matrix Definitions HODGEPODGE Bloom-Banks Matrix Go to Sample Matrices HOME Blog & videos Ford Bio & Books RESOURCES PROJECTS CONTACT Blog Search Results More

Black Females: Blacked Out and Whited Out... Black females have been doubly neglected in schools and communities. Black females have unique needs that must be addressed; their needs are similar to and different from Black males and White females. Under-represented in gifted and talented education Under-represented in Advanced Placement Over-represented in special education Over-represented among suspensions Ford's FAME -- Female Achievement Model for Excellence -- extends and builds upon the the Scholar Identity Model for Black Males to address the unique racial and gender needs of Black females.  From Impossible to I'm Possible!  HOME Blog & videos Ford Bio & Books RESOURCES PROJECTS CONTACT Blog Search Results More

Closing the Achievement Gaps for Black Females and Males HOME Blog & videos Ford Bio & Books RESOURCES PROJECTS CONTACT Blog Search Results More

RESOURCES & CONSULTING Sample Matrix Lessons, Handouts, & Publications TOPICS: Gifted Education, Multicultural Education, Urban Education, Black Students, Gifted Under-Representation, Gifted Underachievers, Achievement Gap, and more. EMAILS: ford.255@osu.edu or drdonnayford@gmail.com The sample materials include the Ford-Harris/Bloom-Banks Matrices created with teachers and teacher educators, along with workshops and handouts, publications, and other materials that are TRULY culturally responsive and rigorous. BILL OF RIGHTS FOR GIFTED STUDENTS OF COLOR (click here) Sample  Ford-Harris Bloom-Banks Matrices Forms (Click Here) Lessons (click here) Sample Workshops & Handouts PDFs (click here) PUBs (click here) Sample Publications Other Materials HOME Blog & videos Ford Bio & Books RESOURCES PROJECTS CONTACT Blog Search Results More

cc Donna Y Ford, PhD Professor, Author, Advocate, Consultant...   has written over 300 articles and book chapters, made over 2,000 presentations at professional conferences, organizations, in school districts, communities, and with families and students! Screen Shot 2022-04-24 at 4.57.24 PM Recruiting and Retaining Gifted One pervasive educational issue is the national underrepresentation of Black and Hispanic students in gifted education. Virtually every school district is grappling with having too few students from these groups identified as gifted and served in gifted classes and programs. The book addresses this long-standing national problem through the dual lens of recruitment and retention. The focus is on how to equitably recruit (screen, assess, place, serve) and retain (support) students! Go to link Two thorny issues that exist in education are the underrepresentation of Black students in these classes and the persistent underachievement of Black students even when identified as gifted. In this edition, both issues are addressed, with updated information on key social, familial, educational, and psychological factors that contribute to underachievement, underrepresentation -- and the achievement gap. Each year, the United States witnesses significant changes in the demographics of its citizens. Accordingly, schools—and the students we teach—are also changing. With such changes come the need, responsibility, and obligation for educators to provide students with an education that is both rigorous and culturally responsive. This book bridges the gap that exists between educating advanced learners and educating culturally different learners. African-American students who are gifted or advanced learners are too often overlooked and misunderstood in education. Part of the problem associated with this neglect is that relatively little scholarship exists on those who are culturally different and in need of more challenge in school settings. This body of work was developed to help resolve this shortcoming and to inform and guide educators in their work. This is the first work of its kind. This text focuses on the special needs of culturally and racially diverse learners with exceptionalities. The culturally and linguistically diverse learner is profiled in terms of disproportionate positions within our society and schools. A case is made for why intense attention is needed for this population, the points of greatest need for this population and why certain types of instruction are more appropriate for those students with the most significant educational needs. Focusing specifically on gifted education from a multicultural perspective, this work provides a practical resource for raising the expectations and level of instruction for minority students. The authors offer case studies of multicultural gifted education in practice, suggest methods for "best practice" for classroom teachers, supply sample multicultural activities, and provide guidelines and a checklist to help the reader evaluate his or her school's multicultural education program. The paradoxical reality that gifted students can and do underachieve seems impossible to many educators and families. Thus, such students, especially gifted Black students who underachieve, are misunderstood and poorly served, This book was written specifically for this population so that they are recruited and retained in gifted education. My major premise: A mind is a terrible thing to waste (United Negro College Fund) and erase (Ford). 1/1 HOME Blog & videos Ford Bio & Books RESOURCES PROJECTS CONTACT Blog Search Results More