“See Me, See Us”: Understanding the Intersections and Continued Marginalization of Adolescent Gifted Black Girls in U.S. Classrooms

2020 ◽  
Vol 43 (2) ◽  
pp. 86-100
Author(s):  
Brittany N. Anderson
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Advanced Placement ◽  
Gifted Education ◽  
Theoretical Models ◽  
Black Girls ◽  
Gender Disparities ◽  
Race Theory ◽  
Talent Identification ◽  
Gifted Programming

In current research and theoretical models that address racial inequity or gender disparities in gifted education, there is a missing narrative around high-achieving/gifted Black girls and their experiences, as well as their disproportionate underrepresentation in gifted programming, services, and Advanced Placement (AP) courses. This article highlights literature on adolescent gifted Black girls, in addition to exploring barriers and issues of marginalization that constrain the talent identification and development of this population. The study explores the narratives of gifted Black women and explores their counternarratives using Critical Race Theory and Frasier’s Talent Assessment Profile (F-TAP) framework. The article urges educators to use an intersectional lens to understand and address the needs of adolescent gifted Black girls, and provides practical tools to identify and develop talent.

It’s Deeper Than That!: Restorative Justice and the Challenge of Racial Reflexivity in White-led Schools

2021 ◽  
pp. 004208592199841
Author(s):  
Arthur Romano ◽  
Rochelle Arms Almengor
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Restorative Justice ◽  
Case Studies ◽  
Students Of Color ◽  
White Privilege ◽  
Critical Reflection ◽  
White Led ◽  
Race Theory ◽  
Systemic Racism

This paper uses critical race theory to analyze several case studies focused on the experiences of two restorative justice coordinators (RJCs), both Black women and how they understood and responded to perceived racial injustices in urban schools with white leadership. These schools were attempting to address unequal disciplinary practices toward students of color through restorative justice and the RJCs adapted their approaches to addressing racialized dynamics while also developing school-wide networks to foster broader critical reflection on race. They navigated the risks of challenging white privilege and systemic racism both of which at times limited their attempts at influencing change.

Gender Theory in Philosophy of Race

2017 ◽  
Author(s):  
Naomi Zack
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Critical Theory ◽  
Black Men ◽  
Women Of Color ◽  
White Women ◽  
Main Idea ◽  
Race Theory ◽  
Philosophy Of Race ◽  
The Subject

The subject of critical race theory is implicitly black men, and the main idea is race. The subject of feminism is implicitly white women, and the main idea is gender. When the main idea is race, gender loses its importance and when the main idea is gender, race loses its importance. In both cases, women of color, especially black women, are left out. Needed is a new critical theory to address the oppression of nonwhite, especially black, women. Critical plunder theory would begin with the facts of uncompensated appropriation of the biological products of women of color, such as sexuality and children.

scholarly journals Policy as Punishment and Distraction: The Double Helix of Racialized Sexual Harassment of Black Girls

2020 ◽  
pp. 089590482098446
Author(s):  
Jennifer M. Wilmot ◽  
Valentina Migliarini ◽  
Subini Ancy Annamma
Keyword(s):  
Critical Race Theory ◽  
Sexual Harassment ◽  
Education Policy ◽  
Double Helix ◽  
Black Girls ◽  
School Policy ◽  
Critical Race ◽  
Race Theory ◽  
Racialized Sexual Harassment

Black girls’ experiences with sexual harassment in schools remain critically understudied. To mediate this void, this study explored the role of educators and school policy as disrupting or perpetuating racialized sexual harassment toward them. Using a disability critical race theory (DisCrit) framework, we argue educator response and education policy create a nexus of subjugation that makes Black girls increasingly vulnerable to experience racialized sexual harassment at the hands of adults and peers, while largely failing to provide protection from or recourse for such harassment.

scholarly journals Peter Parker, White Supremacy, and Equity: The Need for Gifted Critical Race Theory

2021 ◽  
Author(s):  
Angela Novak
Keyword(s):  
Critical Race Theory ◽  
Gifted Education ◽  
White Supremacy ◽  
Critical Race ◽  
Race Theory

Brief introduction to critical race theory in education with examples from gifted education. Context of the piece is a response to an article in GCQ by S.Peters, all information is provided on the opening page.

Race and Gender Intersectionality and Education

2021 ◽  
Author(s):  
Venus E. Evans-Winters
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Critical Pedagogy ◽  
Queer Theory ◽  
Educational Inequality ◽  
Analytical Framework ◽  
Black Girls ◽  
Race And Gender ◽  
And Gender ◽  
Personal Community

When recognizing the cultural political agency of Black women and girls from diverse racial and ethnic, gender, sexual, and socioeconomic backgrounds and geographical locations, it is argued that intersectionality is a contributing factor in the mitigation of educational inequality. Intersectionality as an analytical framework helps education researchers, policymakers, and practitioners better understand how race and gender intersect to derive varying amounts of penalty and privilege. Race, class, and gender are emblematic of the three systems of oppression that most profoundly shape Black girls at the personal, community, and social structural levels of institutions. These three systems interlock to penalize some students in schools while privileging other students. The intent of theoretically framing and analyzing educational problems and issues from an intersectional perspective is to better comprehend how race and gender overlap to shape (a) educational policy and discourse, (b) relationships in schools, and (c) students’ identities and experiences in educational contexts. With Black girls at the center of analysis, educational theorists and activists may be able to better understand how politics of domination are organized along other axes such as ethnicity, language, sexuality, age, citizenship status, and religion within and across school sites. Intersectionality as a theoretical framework is informed by a variety of standpoint theories and emancipatory projects, including Afrocentrism, Black feminism and womanism, critical race theory, queer theory, radical Marxism, critical pedagogy, and grassroots’ organizing efforts led by Black, Indigenous, and other women of color throughout US history and across the diaspora.

Set Trippin’: An Intersectional Examination of Gang Members

2020 ◽  
Vol 44 (4) ◽  
pp. 422-448
Author(s):  
Lea Marzo
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Black Men ◽  
Criminal Behavior ◽  
Gang Membership ◽  
Gang Members ◽  
Race Theory ◽  
Adolescent Trauma ◽  
Black Adolescent ◽  
Gender Performances

Research on gang membership often ignores critical intersections of gender, class, and race. I seek to bridge the gap between the raced and gendered experiences of Black gang members, especially women whose experiences are often overlooked. Utilizing critical race theory, I will examine how gender performances are influenced by gang membership and how members and their associates construct their identities. An intersectional focus on Black women gang membership will broaden our understanding of gang literature where Black men are often overrepresented. This research will produce participant-led data that unearth gang members’ firsthand experiences and will produce important contributions. Findings suggest that gang members experience significant Black adolescent trauma; membership for Black women is familial, and as adults, they often use their gang identities to challenge gang culture; and there is a duality between “gang members” and “gang bangers.” I argue that this research debunks the narrative that gang members display inherent criminal behavior. Instead, I provide a counternarrative that humanizes gang members and adds validity to the structural causes of gang membership in these communities.

Use of Critical Race Theory to Understand Exclusion of Indigenous Students From Gifted Education

2021 ◽  
pp. 101-116
Author(s):  
Justina Yohannan ◽  
Adrianna Crossing ◽  
Lisa Aguilar ◽  
Sherrie L. Proctor
Keyword(s):  
Critical Race Theory ◽  
Gifted Education ◽  
Critical Race ◽  
Race Theory ◽  
Indigenous Students

Critical Race Theory

2012 ◽  
pp. 426-439 ◽  
Author(s):  
Marilyn Y. Byrd
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Social Identity ◽  
Predominantly White ◽  
Critical Race ◽  
Race Theory ◽  
Theoretical Frameworks ◽  
Institutional Settings ◽  
Marginalized Groups ◽  
The Social

This chapter is a qualitative, narrative case study that seeks to unveil the social identity diversity of leadership from the perspective a Black woman leader. Social identity diversity is a form of difference that marginalized groups, such as Black women, experience in predominantly White organizational and institutional settings as a result of intersectionality. Social identity diversity creates multiple dynamics for groups such as Black women who hold leadership positions in the aforementioned settings. This study highlights the need for more inclusive and cultural perspectives of leadership, which calls for more inclusive theoretical frameworks that consider the social identity diversity of the leader. Critical race theory is presented as a theoretical framework that is useful for explaining how systems of power sustain domination and oppression in organizational and institutional settings. Implications for an emerging social justice paradigm are given.

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