Finding Black Females in Twice Exceptional Literature: A Quantitative Content Analysis

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

Abstract

Objectives

The purpose of this study was to characterize the empirical research surrounding twice exceptional Black students. Quantitative content analysis (QCA) was utilized to systematically code research trends of articles published from 2009-2024. A sample of 14 studies analyzed the identification, characteristics of, and support provided to Black girls who were twice exceptional.

Perspectives

Reis and colleagues (2014) operationalized twice exceptional students as those students with a disability that may impact their learning while also exhibiting signs of giftedness. This QCA focused on Black females. Given the multiple identities involved, this study employed intersectionality as the lens to examine the articles. Intersectionality addresses the multiple identities (race, gender, class, and ability) possessed by Black females and how they intersect (Crenshaw, 1989).

Methods

A non-experimental approach using QCA was used to examine articles with an explicit focus on twice exceptional Black girls between 2009 and 2024. The topic and timeframe were purposeful. Changes in administration at the federal level and accompanying changes in guidelines and educational policies often resulted in increased production of research related to twice exceptional students. Clear boundaries were placed around the data to support replication, reliability and validity. QCA is appropriate to identify the nature of the research and trends in journal articles (Polit & Hunger, 1999).

Data Sources and Collection

The research terms used to identify the articles were twice exceptional Black girls, gifted Black girls with a disability, twice exceptional Black or African American females, dual exceptionality and Black girls. The databases used were ERIC, Academic Search Complete, Education Search Complete and Google School.

Conclusions

The QCA suggests that empirical studies were mostly qualitative in nature, focused on identification and support, and highlighted that researchers were interested in identifying twice exceptional students and the sociocultural support they need.
The research tended to discuss issues related to social and emotional difficulties and the difficulties in servicing twice exceptional students. These findings provide important considerations for policymakers and school leaders interested in identifying, addressing the needs of, and servicing twice exceptional Black females.

Significance

This presentation contributes to the 2025 American Educational Research Association theme by addressing the need for research related to twice exceptional Black females. In the United States, the dearth of research indicates that a significant gap exists in the literature related to this population. Consequently, little is done to remedy the societal harms they experience. By confronting the deepening racial and sociocultural injustices faced by twice exceptional Black girls, attention can be given to meeting their needs and repairing the harms that result from their dual marginalization. (Anderson, 2020). More attention must be given to the approach educators take when addressing their needs in classrooms to remedy the harms they experience. In addition, more attention must be given to the attitudes and perceptions of educators and preservice teachers who service these students.

Author

• Lynette O’Neal, Texas A&M University