Triple Identity Theory: A theoretical framework for understanding gifted Black males with dyslexia.

Shawn Robinson

Abstract


Much of the current scholarship on Black males focuses on the achievement gap; their under-identification as twice-exceptional, underrepresentation in gifted and talented programs, and their overrepresentation in special education programs. Although overrepresented in special education, twice-exceptional Black males are seldom given attention in scholarly literature and there are no current theoretical or conceptual articles that have fully considered their experiences. Further, there has been limited research that examines the intersection of race, disability, and giftedness. Therefore, to address the lack to scholarship focusing on twice-exceptional Black males the article begins with a summary of the academic experiences of gifted and Black males with disabilities followed by the three interwoven perspectives. Next, the description of a proposed theoretical framework for understanding twice-exceptional Black males with dyslexia and its implications will be considered. The article will end with a discussion and conclusion.


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