"Catch This Magic": How Schools Get in the Way of Gifted Black Girls

• In Event: AERA Poster Session 6
  In Poster Session: Division K Section 3 Poster 1

Abstract

The experiences of Black girls stand at the paradoxical juxtaposition between oppression and achievement. In current research that addresses racial inequity or gender disparities in gifted education, there is a missing narrative around gifted-identified/high- achieving Black girls. In this conceptual paper, we explicate the challenges faced by Gifted Black Girls (GBGs) and elements of multicultural gifted education that help reconceptualize how to identify and teach GBGs. We utilize the Four A’s framework--Attitude, Access, Assessment, and Accommodations and the Traits, Aptitudes, and Behaviors Scale (TABS) observation tool as a means of identifying GBGs (Frasier, 1997). We also draw upon our own autoethnographic renderings of our K-12 school experiences to support theoretical assertions related to GBGs school experiences and educational practices.

Authors

• Brittany Nicole Anderson, University of North Carolina - Charlotte

• Chonika Coleman King, University of Florida