Meeting the academic and socio-emotional needs of twice exceptional african american students through group counseling

Renae D. Mayes, Paul C. Harris, Erik M. Hines

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

There has been a substantial increase in research concerning the identification and support of twice exceptional students. However, much of the scientific and theoretical literature exclude the experiences and perspectives of twice exceptional African American students. This chapter focuses specifically on the experiences and needs of twice exceptional African American students, including those challenges around identification and navigating the school environment. In this chapter, the authors also discuss how school counselors may use a group counseling intervention to help twice exceptional African American students achieve healthy identities (i.e., race, giftedness, disability) needed to achieve their educational goals.

Original languageEnglish (US)
Pages (from-to)53-69
Number of pages17
JournalAdvances in Race and Ethnicity in Education
Volume3
DOIs
StatePublished - 2016

All Science Journal Classification (ASJC) codes

  • Gender Studies
  • Education
  • Anthropology
  • Sociology and Political Science

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