Are Black Girls Not Gifted? Race, Gender, and Resilience

Autor/in	Evans-Winters, Venus E.
Titel	Are Black Girls Not Gifted? Race, Gender, and Resilience
Quelle	In: Interdisciplinary Journal of Teaching and Learning, 4 (2014) 1, S.22-30 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-592X
Schlagwörter	African Americans; Females; Resilience (Psychology); Academically Gifted; Racial Bias; Gender Bias; Disproportionate Representation; Educational Policy; Feminism; Self Esteem; Academic Achievement + Suchen Sie Ihr Suchwort? Afroamerikaner; Weibliches Geschlecht; Racial discrimination; Rassismus; Geschlechterstereotyp; Politics of education; Bildungspolitik; Feminismus; Self-esteem; Selbstaufmerksamkeit; Schulleistung
Abstract	Current research and theoretical models that address racial inequity or gender disparities in gifted education often overlook the underrepresentation of Black girls in gifted programs. Race-based conceptual frameworks and methodologies that focus on gifted education often fail to critically examine and interpret the multiple identities of Black female students thus, overlooking Black girls' underrepresentation in gifted programs as well as their potential to thrive academically in these programs. Similarly, policies and procedures often only consider gender disparities in gifted education from a White middle class female perspective. In this article, a call for theoretical and methodological models are put forth that place Black girls' gender and racial identities at the center of discussions on gifted education reform. (As Provided).
Anmerkungen	Southern University and A & M College. College of Education, Arts and Humanities, PO Box 9983, Baton Rouge, LA 70813. Tel: 225-771-2291; Fax: 225-771-2292; e-mail: coeijtl@subr.edu; Web site: http://www.subr.edu/index.cfm/subhome/36
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01