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ERIC Number: EJ1282064
Record Type: Journal
Publication Date: 2021
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1936-1653
EISSN: N/A
Negotiating Multiple Identities While Gifted: Reflections from Black Queer Gifted Men
Sewell, Christopher J. P.
Journal of LGBT Youth, v18 n1 p78-98 2021
In the last decade, there has been increasing research on the identity formation and experiences of Black queer men on college campuses (Mitchell & Means, 2014; Harris, 2003; Patton, 2011; Strayhorn et al., 2008, Goode-Cross & Good, 2008). However, there is scant research examining how these layered identities develop for students who are not only Black and gay, but also gifted, during their K-12 education. Through the reflections of four Black queer men who attended gifted programing in New York City for their K-12 education, this study's findings begin to unpack these negotiations. This work centers Mitchell & Means' (2014) conception of quadruple consciousness for understanding the experiences of Black gay and bisexual men in predominantly white colleges. It is also theoretically framed by Whiting's scholar identity model (2006). The findings speak to how participants were able to achieve and persist in gifted education programing with particular attention paid to notions of masculinity, while navigating early experiences as Black queer students.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Grant or Contract Numbers: N/A