Blacked Out and Whited Out: The Double Bind of Gifted Black Females who are Often a Footnote in Educational Discourse

Donna Y. Ford, Breshawn N. Harris, Janice A. Byrd, Nicole Mc Zeal Walters

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

Black females are often placed in a difficult position of facing barriers in educational, vocational, and social settings that relegate them to second-class status when compared to issues facing Black males and those facing White females. Sharing race with one and gender with the other, the lived experiences of Black females is understudied and perhaps even discounted in the increasing racial injustices facing Black males and sexism facing White females. In this article, the authors address these neglects in the context of gifted education and Advanced Placement. We attend to what has been written about gifted and/ or high-achieving Black females regarding areas that have been neglected and needs more attention to ensure that this student group is more than a footnote in educational and social justice work.

Original languageEnglish (US)
Pages (from-to)253-268
Number of pages16
JournalInternational Journal of Educational Reform
Volume27
Issue number3
DOIs
StatePublished - Jul 2018

All Science Journal Classification (ASJC) codes

  • Education
  • Social Sciences (miscellaneous)

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