dc.contributor.author	Smith-Lumpkin, Viviana, Raquel
dc.coverage.spatial	Miami-Dade County (Fla.)	en_US
dc.coverage.temporal	2021-2023	en_US
dc.date.accessioned	2024-04-29T16:32:23Z
dc.date.available	2024-04-29T16:32:23Z
dc.date.issued	2024-01-11
dc.identifier.other	b2ab3486-c52a-4a41-b4c2-f02889728f09	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7162
dc.description.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.	en_US
dc.format.extent	1 electronic record. PDF/A document, 434 pages, 6950504 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	Dissertations, Academic--United States	en_US
dc.subject	Educational leadership	en_US
dc.subject	African American students	en_US
dc.subject	African American girls	en_US
dc.subject	Miami-Dade County (Fla.)	en_US
dc.subject	Critical race theory	en_US
dc.subject	Gifted children--Education	en_US
dc.title	Being Gifted, Black, and Female: The Experiences of Minority Girls in Gifted and Advanced Programs in Title I Schools	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology, and Workforce Development of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Schmertzing, Richard
dc.description.committee	Gunn, Nicole
dc.description.committee	Clevenger-Schmertzing, Lorraine
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Curriculum and Instruction	en_US