Blacked Out and Whited Out: The Double Bind of Gifted Black Females who are Often a Footnote in Educational Discourse. Issue 3 (July 2018)

• Record Type: Journal Article
• Authors: Ford, Donna Y.; Harris, Breshawn N.; Byrd, Janice A.; Walters, Nicole McZeal
• Is Part Of: International journal of educational reform. Volume 27:Issue 3(2018)
• Page Start: 253
• Page End: 268
• Publication Date: 2018-07
• Subjects: gifted education -- advanced placement -- Black females -- Black males -- White females -- achievement gap -- sexism -- racism; Educational change -- Periodicals; Educational change -- United States -- Periodicals; Education and state -- Periodicals; Education and state -- United States -- Periodicals; Education, Secondary -- Periodicals; Periodicals; 379
• DOI: 10.1177/105678791802700302
• Languages: English
• ISSNs: 2631-9675

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.