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Gilman W. Whiting

A headshot of Prof Gilman Whiting, a middle aged black man wearing a gray suit and blue tie

Associate Chair of African American and Diaspora Studies

Professor of African American and Diaspora Studies

Director of Graduate Studies

Director of the Scholar Identity Institute


Office: Buttrick 230



Twitter: @scholaridentity




  • BA – University of Rhode Island, 1985
  • MAT – Rhode Island College, 1995
  • PhD – Purdue University, 2004


  • Cultural, race, and gender in educational disparity
  • Special & gifted education
  • Sociology of race, sports, and American culture
  • Research methods
  • Fatherhood initiatives
  • Summer Youth & Teen Programming


Gilman W. Whiting, Ph.D. (he/his/him), the 2021 Palmarium Award recipient, a professor and director of graduate studies in the Department of African American & Diaspora Studies at Vanderbilt University. He is an eclectic scholar and author with an impressive range of interests, including publications on educational equity, history, sociology, sports, masculinity, and research methods. Whiting is the visionary behind the internationally recognized Scholar Identity Model™. This ground-breaking psycho-social model transforms the way we think, act, support, and develop young scholars across the educational landscape. Professor Whiting has authored numerous scholarly articles in journals such as the Gifted Child Quarterly, Roeper Review, Journal for Secondary Gifted Education, and The International Journal of Sport and Society, numerous book chapters, and an edited volume on Black Masculinity. A few courses created and taught by Professor Whiting are Black Issues in Education, Life and Times of Muhammad Ali, Black Masculinity, American Patriots: Blacks in the Military, Research Methods: Race, power & gender & Capoeira: The African-Brazilian dance of deception.

In 2006 Whiting re-conceptualized his dissertation on young Black and Brown fathers and created the Scholar Identity Model™ (SIM), a psycho-social model to assist schools and entire communities on ways to address and combat academic apathy. Later his SIM was adapted as the Scholar Identity Institute (SII). For more than 15 years, students have engaged in intensive summer and yearly training in developing a scholar identity. Dr. Whiting is also the founding chair of the Achievement Gap Institute for the George W. Peabody College of Education at Vanderbilt a weeklong workshop that connects teachers, administrators, and program coordinators with researchers from across the country on research and best practices related to reducing underachievement. Over the past 20 years, he has consulted with hundreds of school districts, and programs nationally. In 2011 took his Scholar Identity Model internationally, working for several years in India, Australia, Belize, Brazil, Burmuda, and South Africa.

Selected Recent Publications

  • The Joys of Skittle and Smores. Gifted Child Quarterly. 66(2): pp. 132-133. (2022)
  • Inequities in identification and representation of black youth, with gifts and talents: access, equity, and missing this an urban and other school locales. Urban Education. (2022)
  • I got this: Helping gifted and talented black students advocate for themselves in the face of educational injustices. In Davis, j. & Douglas, D. (Eds.) No more dreams deferred: Teaching self-advocacy strategies to special populations of gifted learners. (2021)
  • Gifted Education in the United States: Laws, Access, Equity, and MissingnessAcross the Country by Locale, Title I School Status, and Race (2019)
  • The Nouveau Talented Tenth: Envisioning W.E.B. Dubois in the context of contemporary gifted and talented education. The Journal of Negro Education. 8(3): pp.294-310. (2018)
  • The Scholar Identity Model: Black Male Success in the K-12 Context. (2017). Building on Resilience: Models and Frameworks of Black male success across the P-20 pipeline. Fred A. Bonner II (Ed.).
  • Traveling with Marion: The rise, fall, and redemption of Marion Jones. The International Journal of Sport & Society 3. (2013)
  • Gifted Black Males: Understanding and Decreasing Barriers to Achievement and Identity. Roeper Review 31(4): 224-237. (2009)