دورية أكاديمية
Negotiating Multiple Identities While Gifted: Reflections from Black Queer Gifted Men
| العنوان: | Negotiating Multiple Identities While Gifted: Reflections from Black Queer Gifted Men |
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| اللغة: | English |
| المؤلفون: | Sewell, Christopher J. P. (ORCID |
| المصدر: | Journal of LGBT Youth. 2021 18(1):78-98. |
| الإتاحة: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education |
| Descriptors: | College Students, LGBTQ People, Academically Gifted, Males, Student Attitudes, Self Concept, Educational Experience, Gifted Education, Elementary Secondary Education, Academic Persistence, Academic Achievement, Safety, Self Disclosure (Individuals), Masculinity, Peer Relationship, Racial Identification |
| مصطلحات جغرافية: | New York (New York) |
| DOI: | 10.1080/19361653.2020.1737298 |
| تدمد: | 1936-1653 |
| مستخلص: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| رقم الأكسشن: | EJ1282064 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1936-1653 |
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| DOI: | 10.1080/19361653.2020.1737298 |