I Want to Read About Me: Engaging and Empowering Gifted Black Girls Using Multicultural Literature and Bibliotherapy

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

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

It is commonly accepted and expected that gifted students enjoy reading and other forms of creative modes of storytelling. A core principle from bibliotherapy is that students engage in reading when they identify with one or more characters, and challenges and interests like their own. The same principle applies to multicultural literature—when students of color see themselves mirrored in the book, they become more eager to read. This column focuses on the vital need for educators to use multicultural literature with gifted Black girls. Strategies and resources are provided for educators’ expansion of their pedagogical toolkit.

Original languageEnglish (US)
Pages (from-to)53-57
Number of pages5
JournalGifted Child Today
Volume42
Issue number1
DOIs
StatePublished - Jan 1 2019

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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