Examining the Intersection of Twice Exceptionality and Achievement through a QuantCrit Lens

• In Event: Twice Exceptional Black Girls: Challenges They Face at the Intersection of Race, Gender, and Ability

Abstract

Objectives
The session will explore the intersection of twice exceptionality and achievement through the lens of QuantCrit (Quantitative Critical Theory). Specifically, the panelist will analyze how quantitative data can reveal disparities and underrepresentation among twice-exceptional students—those who are both gifted and have disabilities (Ford, 2021; Mayes & Moore III, 2016). This examination will focus on identifying systemic issues in the representation and support of twice-exceptional students in educational settings. The session will address recent data trends, including gaps in identification and the impact of these gaps on student achievement and support services.
Perspectives
The panelist will utilize QuantCrit to scrutinize how traditional quantitative methods in education may perpetuate inequalities and fail to adequately capture the experiences of twice-exceptional students. QuantCrit emphasizes the importance of critical examination of quantitative data and methodologies, highlighting how these tools can either obscure or illuminate disparities faced by marginalized groups. The session will delve into how data related to twice-exceptional students is often misinterpreted or underutilized (Carpenter, 2021), and how a QuantCrit perspective can lead to more equitable and inclusive practices in identifying and supporting these students.
Modes of Inquiry
The session will be based on QuantCrit (Quantitative Critical Theory) quantitative data analysis with insights from Critical Race Theory. The scholar will present findings from quantitative studies on twice-exceptional students and discuss how the lens of Critical Race Theory can help unpack the nuances often overlooked in traditional examinations of twice-exceptionality. By integrating both approaches, the session aims to provide a comprehensive view of the challenges and successes in addressing the needs of twice-exceptional students.
Data Sources
The panelist will draw on various data sources, including national and regional educational data sets on gifted and special education, academic achievement records, and case studies from educational settings to provide context and depth to the quantitative findings.
Conclusions
The session will conclude that addressing the needs of twice-exceptional students requires a nuanced understanding of both their giftedness and their disabilities (Foley-Nicpon & Kim, 2018). By applying a QuantCrit perspective, educators and policymakers can better identify systemic issues and develop more effective strategies for support. The scholar will emphasize the importance of combining quantitative data with critical qualitative insights to ensure that twice-exceptional students receive appropriate identification and services that recognize their unique strengths and challenges.
Significance
This session aligns with the 2025 American Educational Research Association theme by addressing systemic inequities in the education of twice-exceptional students. By challenging traditional quantitative approaches and incorporating a critical perspective, the session aims to promote a more equitable and inclusive educational environment. The insights provided will be valuable for educators, researchers, and policymakers striving to improve the identification and support of twice-exceptional students and to address the broader issues of representation and equity in education.

Author

• Jemimah L Young, Texas A&M University