A Critical Race Feminism Analysis of Gifted Education Plans for Gifted Black Girls

• In Event: Research in Progress Roundtable Session 3
  In Invited Roundtable: Research Insights into Gifted and Talented Education: Policy, Critical Race Feminism, and Queer Theory (Table 8)

Abstract

This study examines how North Carolina’s Local Education Agencies (LEAs) prioritize gifted Black girls in revising gifted education plans, assessing whether these plans perpetuate or mitigate systemic barriers. Using Critical Race Feminism, it further explores how the state’s lead gifted coordinator addresses these students’ unique needs through intersectional document analysis and interviews.

Author

• Laytora O'Neal Dash, University of North Carolina - Charlotte