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Donna Y Ford, PhD #EQUITY Join me in making a difference in the lives of Black and Hispanic students!! One pervasive educational issue is the national underrepresentation of Black and Hispanic/Latino students in gifted education. Virtually every school district is grappling with having too few students from these groups identified as gifted. "Recruiting and Retaining Culturally Different Students in Gifted Education" addresses this long-standing national problem through the dual lens of recruitment and retention. The focus is on how to equitably recruit (screen, refer, and/or assess) culturally different students and, just as importantly, to retain them. Recruitment and retention require providing academic, cultural, and social supports to culturally different students and ensuring that educators are willing and able to address issues and barriers. No time is better than now to address and correct the underachievement albatross, and the focus on recruitment and retention holds the greatest promis e! Strategies, Case Studies, & Resources to Eliminate the Under-Representation of Black and Hispanic/Latino Students Students in Gifted Education and Advanced Placement Classes!! 2014 NAACP Image Award Nominee for Literature -- Instruction!! 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

Journal Articles (Sample) I have written over 300 articles and book chapters, plus more than a dozen books that target one or more aspects related to equity and anti-racism for Black and Hispanic students in gifted and talented education. Here is a sample... I hope these articles are helpful as you work on closing the achievement gap, addressing gifted and talented education and AP underrepresentation, working collaboratively with families, designing curriculum that is rigorous and multicultural! Other articles are listed on my CV/Vitae . Screen Shot 2022-04-24 at 4.57.24 PM 1/1 Go to CV and Bio now (Click Here) Sample Publications Achievement Gap & Gifted Ed. ARTICLE Allport & Merton Gifted Ed. ARTICLE Microaggressions and Gifted Ed. ARTICLE Non-Verbal Tests ARTICLE Deficit Thinking ARTICLE Deficit Thinking & Gifted Ed ARTICLE Teacher Under-Referral ARTICLE Recruitment & Retention in Gifted Ed. ARTICLE Ignorance or Indifference ARTICLE Multicultural Gifted Ed. Rationale ARTICLE Invitational Learning ARTICLE Culture Room 202 ARTICLE Culturally Responsive Instruction ARTICLE (Ford & Kea) Colored Bloom-Banks Matrix ARTICLE Trotman Scott Bloom-Banks Colored Matrix Chapter (Ford & Trotman Scott) Ford's Bloom-Banks Matrix ARTICLE COURT CASE (McFadden vs. Board of Ed. Illinois (U-46) Court Case (Elgin; U-46) ARTICLE Ford & Russo Equity vs. Equality Schools ARTICLE Equity-Based Bill of Rights Goings & Ford Povery & Race GCQ Middleton&Ford FAME 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

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

More Books by Ford (1996-2005) Multicultural Gifted Education (1st ed. ) 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. This volume aims to help educators to modify their curricula and educational practices to ensure that the goal of preparing students for a diverse world is reached. Reversing Underachievement Among Gifted Black Students (1st ed. ) 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). Teaching Culturally Diverse Gifted Students This guide offers practical advice for building gifted education programs that serve a rich diversity of students. This book features an overview of multicultural gifted education, effective teaching strategies and best practices that support a diverse population of students, and an effective model for building a diverse, successful gifted program. The book also includes a sample curriculum and an extensive listing of print and Web-based recommended resources. This is one of the books in Prufrock Press' popular Practical Strategies Series in Gifted Education. This series offers a unique collection of tightly focused books that provide a concise, practical introduction to important topics concerning the education of gifted children. The guides offer a perfect beginner's introduction to key information about gifted and talented education. 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

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

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

MULTICULTURAL LITERATURE LISTS THE ALMOST ALL WHITE WORLD OF CHILDREN'S BOOKS Multicultural Book List (adults) (click here) Multicultural Children's Lit. (click here) Teaching Kids About Racism (click here) Multicultural Books (humor Middle School) (Click here) 28 Books Affirming Black Males (click here) Walter Dean Myers books (click here) 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