#BlackGirlMagic: The (Mis)education of Gifted Black Girls from Economically Disadvantaged, Rural Communities

Abstract

The underrepresentation of Black girls in gifted programs has received attention in both education and counseling literature. Nevertheless, scholars have given less emphasis to the intersections of intellectual ability, race, gender, social class, and place, particularly the idiosyncratic experiences of gifted Black girls from rural, economically disadvantaged backgrounds. The authors of this chapter discuss this unique positionality, with a focus on historical segregation and exclusionary practices within the American educational system. The authors discuss the tenets of critical race feminism and identify factors that may foster educational resilience for Black girls from rural, low-income communities. Recommendations are provided to address pertinent issues related to structural educational reform and inclusive gifted education. The chapter concludes with a call for education and counseling professionals to fundamentally change the systems and processes that perpetuate systematic inequity for this underserved population.

Citation

Cokley, R.K. and Crumb, L. (2020), "#BlackGirlMagic: The (Mis)education of Gifted Black Girls from Economically Disadvantaged, Rural Communities", Chambers, C.R. and Crumb, L. (Ed.) African American Rural Education (Advances in Race and Ethnicity in Education, Vol. 7), Emerald Publishing Limited, Leeds, pp. 67-83. https://doi.org/10.1108/S2051-231720200000007005