Being Gifted, Black, and Female: The Experiences of Minority Girls in Gifted and Advanced Programs in Title I Schools
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Authors
Smith-Lumpkin, Viviana, Raquel
Issue Date
2024-01-11
Type
Dissertation
Language
en_US
Keywords
Dissertations, Academic--United States , Educational leadership , African American students , African American girls , Miami-Dade County (Fla.) , Critical race theory , Gifted children--Education
Alternative Title
Abstract
This study explored the experiences of Black girls in gifted and advanced programs in Title I Miami-Dade County Public Schools using critical race theory as a theoretical framework to construct counternarratives, explore gifted programs as property of Whites, and address microaggressions committed against five minority girls in advanced programs. I also studied how the intersectionality of race and gender interacted to create a narrative profile of each profile. A bricolage of methodologies, theoretical frameworks, and research designs was used to explore the “wholeness” of these experiences. Black girls who participated were identified as gifted or on an accelerated track in elementary school, in a gifted program or advanced courses in middle school and the early years of high school, and participated in advanced programming in the latter part of high school. Each attended a Title I school in Miami-Dade County Public Schools at some point in their educational career and matriculated within 1-3 years of the study. Semi-structured interviews were conducted using Siedman’s three-interview series, as well as single focus group and a focus group follow-up interview with each participant. In vivo, values, and descriptive coding were used for first-round coding and pattern coding for second-round coding. Narrative profiles highlighted the experiences of Black girls in gifted and advanced programs. Five themes and 16 categories formed from the study: being a token Black girl, being “woke,” resilience in the face of adversity, advanced programs as a vehicle to success, and the perception of the construct of giftedness.
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.