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Understanding the Intersections of Race, Gender, and Gifted Education - An Anthology By and About Talented Black Girls and Women in STEM (Paperback)
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Understanding the Intersections of Race, Gender, and Gifted Education - An Anthology By and About Talented Black Girls and Women in STEM (Paperback)
Series: Contemporary Perspectives on Multicultural Gifted Education
Expected to ship within 10 - 15 working days
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This book seeks to understand the complexities of talented and
high-performing Black girls and women in STEM across the P-20
trajectory. Analogously, this volume aims to understand the
intersections between giftedness, its identification, and racial,
gender, and academic discipline identities. The dearth of
literature on this subject suggests that Black girls and women have
unique experiences in gifted programming, in large part because of
factors associated with gifted programs in general. Key factors
affecting Black students, and Black girls in particular, are
identification and underrepresentation. These factors can be shaped
by interlocking systems of racism, classism, gender bias, and other
forms of oppression. Teachers in the P-12 educational system are
the first identifiers for gifted programming and look for student
characteristics, such as natural leadership, inquisitiveness, and
students' desire to be in gifted programs. Because many Black girls
are stereotyped and teachers rarely have deep understanding of
cultural differences, Black girls are less likely to be identified
for gifted programming. More specifically, Black girls' lack of
representation in gifted mathematics or STEM programs contradicts
research that finds that girls reach several developmental
advantages ahead of boys. For example, research has shown that
girls talk and read earlier, receive higher grades in elementary
school, and drop-out less often than boys. Other studies have also
shown that Black girls have higher mathematics career aspirations
than their White and Latina female peers; yet, they are rarely
represented in gifted math and Advanced Placement (AP) math
programs. Furthermore, the underrepresentation of urban, low-income
African-American students in gifted education is related to low
test scores, student and family choice, a lack of teacher referral,
and a mismatch between home and school cultures. Some
high-performing Black girls and women are participating in programs
that nurture and support their racial and gender identities and
contribute to them developing into strong and efficacious girls and
women who have agency in their lives. This anthology includes
studies that illustrate the complexities of intersectionality in
various STEM programs, while also demonstrating that increasing
access to STEM for Black girls and women is doable.
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