An Antiracist Approach to Counseling Gifted Black Boys With Disabilities

Abstract

While the literature on twice exceptionality is growing, it often focuses on twice exceptionality generally, overlooking within group differences that may create unique experiences for students. As such, there is a need to explicitly detail these differences to push the knowledge base forward. This chapter focuses on the unique needs and experiences of twice exceptional (2E) Black boys as they navigate K-12 schools. Further, this chapter details the ways in which school counselors may respond to their needs through comprehensive, antiracist school counseling practices. Finally, implications for policy and research are discussed.

Citation

Mayes, R.D., Shell, E.M.(. and Smith-Durkin, S. (2023), "An Antiracist Approach to Counseling Gifted Black Boys With Disabilities", Hines, E.M. and Fletcher, E.C. (Ed.) Black Males in Secondary and Postsecondary Education (Advances in Race and Ethnicity in Education, Vol. 9), Emerald Publishing Limited, Leeds, pp. 123-140. https://doi.org/10.1108/S2051-231720230000009007