dc.contributor.author	Hiers, Christine
dc.coverage.spatial	Georgia	en_US
dc.date.accessioned	2023-05-25T14:12:05Z
dc.date.available	2023-05-25T14:12:05Z
dc.date.issued	2023-05-24
dc.identifier.other	5aa191aa-405b-4825-b4df-ec327dc9f92e	en_US
dc.identifier.uri	https://hdl.handle.net/10428/6731
dc.description.abstract	In this qualitative study, I used portraiture to share the experiences of three Black women who as Black girls participated in gifted education. Homogeneous purposeful sampling was used to select three participants that met the criteria for the study. Participants were asked to share their educational experiences before, during, and after enrollment in gifted programs in rural South Georgia. Through Seidman’s (2013) three interview structure, data was obtained. After the interviews, data was analyzed using Saldaña’s (2016) two-cycle coding. First cycle coding included attribute, in vivo, and magnitude coding. Second cycle coding included pattern coding. Portraiture was used as a method to guide data gathering, analysis, and portrait construction in order to share the participants’ stories. Four themes were constructed from the data analysis to address the experiences participants had before, during, and after enrollment in gifted programs. Critical race theory (CRT) and Black feminist thought (BFT) served as guiding theories for the work and the clear connections between constructed themes, which included: family expectations fueled their positive outlook on the special privileges experienced because of the gifted program, White privilege influenced the overall enrollment in the gifted programs, teachers’ suppositions and subsequent behaviors made everlasting impressions on participants that impacted not only their performance in gifted programs, but their views on education overall, and school employees need to learn how to better communicate with the families of Black students.	en_US
dc.format.extent	1 electronic record (.pdf), 198 pages, 1263895 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	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.	en_US
dc.subject	Gifted children--Education	en_US
dc.subject	Dissertations, Academic	en_US
dc.subject	Education	en_US
dc.subject	African Americans--Study and teaching	en_US
dc.subject	Georgia	en_US
dc.subject	Women's studies	en_US
dc.subject	Feminists	en_US
dc.subject	African American women	en_US
dc.subject	Critical race theory	en_US
dc.subject	Education	en_US
dc.title	Giftedness Through Their Eyes: Portraits of Black Women from Rural South Georgia	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology, and Workforce Development of the James L. and Dorothy H. Dewar College of Education and Human Services	en_US
dc.description.advisor	Fiester, Herbert
dc.description.committee	Shermtzing, Lorraine
dc.description.committee	Shermtzing, Richard W.
dc.description.committee	Gunn, Nicole P.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Curriculum and Instruction	en_US