Culturally Diverse High-Achieving Students in an Urban High School

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...

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Bibliographic Details
Published in:Urban education (Beverly Hills, Calif.) Calif.), 1999-11, Vol.34 (4), p.428-457
Main Authors: Hébert, Thomas P., Reis, Sally M.
Format: Article
Language:English
Subjects:
Academic achievement
African American Children
Cultural Differences
Diversity (Student)
Education
Educational Planning
Educational Quality
Family Influence
Gifted children
High Achievement
High School Students
High Schools
Multiculturalism & pluralism
Peer Relationship
Performance Factors
Secondary schools
Standardized Tests
Student Attitudes
Urban areas
Urban Schools
Urban Youth
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Summary: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.
ISSN:0042-0859
1552-8340
DOI:10.1177/0042085999344002