Toward Intersectional Educational Research Frameworks: Narratives of Twice-Exceptional Black Women

• In Event: Marginalized Positionality and Intersectional Understandings

Abstract

Scholarship on twice-exceptional Black girls and women (2E-BGWs) using intersectional approaches is scant. Due to this, researchers and educators may ascribe deficit, punitive perspectives to 2E-BGWs. In practice, 2E-BGWs are labeled as either gifted or having a disability, which limits access to resources for twice-exceptionality. The purpose of this study was to interrogate twice exceptionality using intersectionality. Using qualitative narrative interviews, this study explored the educational experiences of 2E-BGWs holding doctoral degrees. The authors advanced a framework of intersectionality for research and practice on twice-exceptionality in educational research. The authors conclude with strategies, practices, and considerations for teachers, families, and other actors to meet the needs of 2E-BGWs in P-20 settings.

Authors

• Jillian A. Martin, Duke University

• Brittany Nicole Anderson, University of North Carolina - Charlotte