"See Me, See Us": Understanding the Intersections and Continued Marginalization of Adolescent Gifted Black Girls in U.S. Classrooms

Autor/in	Anderson, Brittany N.
Titel	"See Me, See Us": Understanding the Intersections and Continued Marginalization of Adolescent Gifted Black Girls in U.S. Classrooms
Quelle	In: Gifted Child Today, 43 (2020) 2, S.86-100 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Brittany N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-2175
DOI	10.1177/1076217519898216
Schlagwörter	Academically Gifted; African American Students; Females; High Achievement; Disproportionate Representation; Advanced Placement Programs; Adolescents; Barriers; Gender Bias; Racial Bias; Critical Theory; Race; Student Needs; Talent Identification; Socialization; Family Involvement; Discipline; Juvenile Justice; Elementary Secondary Education; Racial Identification; Identification (Psychology); Student Experience + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Geschlechterstereotyp; Racial discrimination; Rassismus; Kritische Theorie; Rasse; Abstammung; Begabtenanalyse; Talentsuche; Socialisation; Sozialisation; Disziplin; Jugendgerichtshilfe; Studienerfahrung
Abstract	In current research and theoretical models that address racial inequity or gender disparities in gifted education, there is a missing narrative around high-achieving/gifted Black girls and their experiences, as well as their disproportionate underrepresentation in gifted programming, services, and Advanced Placement (AP) courses. This article highlights literature on adolescent gifted Black girls, in addition to exploring barriers and issues of marginalization that constrain the talent identification and development of this population. The study explores the narratives of gifted Black women and explores their counternarratives using Critical Race Theory and Frasier's Talent Assessment Profile (F-TAP) framework. The article urges educators to use an intersectional lens to understand and address the needs of adolescent gifted Black girls, and provides practical tools to identify and develop talent. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01