Abstract

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 Mitchell Jr, D., & Means, D. R. (2014). Quadruple consciousness”: A literature review and new theoretical consideration for understanding the experiences of Black gay and bisexual college men at predominantly White institutions. Journal of African American Men in Education, 5(1), 23–35. [Google Scholar]; Harris, 2003 Harris, W. G. (2003). African American homosexual men on predominantly white college and university campuses. Journal of African American Studies, 7(1), 47–56. [Crossref] , [Google Scholar]; Patton, 2011 Patton, L. D. (2011). Perspectives on identity, disclosure, and the campus environment among African American gay and bisexual men at one historically Black college. Journal of College Student Development, 52(1), 77–100. [Crossref], [Web of Science ®] , [Google Scholar]; Strayhorn et al., 2008 Strayhorn, T. L., Blakewood, A. M., & DeVita, J. M. (2008). Factors affecting the college choice of African American gay male undergraduates: Implications for retention. National Association of Student Affairs Professionals Journal, 11(1), 88–108. [Google Scholar], Goode-Cross & Good, 2008 Goode-Cross, D. T., & Good, G. E. (2008). African American men who have sex with men: Creating safe spaces through relationships. Psychology of Men & Masculinity, 9(4), 221–234.[Crossref], [Web of Science ®] , [Google Scholar]). 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 Whiting, G. W. (2006). From at risk to at promise: Developing scholar identities among Black males. Journal of Secondary Gifted Education, 17(4), 222–229.[Crossref] , [Google Scholar]). 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.

摘要

在过去的十年中，有关大学校园中黑人酷儿男人的身份形成和经历的研究越来越多（Mitchell＆Means，2014 小米切尔（Mitchell Jr，D .）和卑鄙的手段（Means，DR）（2014）。“四重意识”：一篇文献综述和新的理论思考，用于了解黑人白人在主要是黑人和双性恋大学中的经历。《非裔美国人教育杂志》，5（1），23–35。 [Google Scholar]；哈里斯，2003年 哈里斯，WG（2003）。非裔美国同性恋者主要在白色的大学和大学校园中。非裔美国人研究杂志，7（1），47 – 56。[Crossref]  ，[Google Scholar]；巴顿，2011年 Patton，LD（2011）。一所历史悠久的黑人大学关于非洲裔美国同性恋者和双性恋男人的身份，披露和校园环境的观点。大学生发展杂志，52（1），77 – 100。[Crossref]，[Web ofScience®]， [Google Scholar]；Strayhorn等人，2008年 Strayhorn，TL，Blakewood，AM和DeVita，JM（2008）。影响非裔美国男同性恋大学学生选择大学的因素：对保留的影响。全国学生事务协会专业杂志，11（1），88 – 108。 [Google Scholar]，Goode-Cross＆Good，2008年 Goode-Cross，DT和Good，GE（2008）。与男人发生性关系的非裔美国人：通过人际关系创造安全的空间。男性与男性心理，9（4），221 – 234。[Crossref]，[Web of Science®]， [Google Scholar]）。但是，很少有研究检查这些分层身份如何在K-12教育期间为黑人和同性恋者以及有天赋的学生发展。通过四名参加了纽约市针对K-12教育的天才节目的布莱克酷儿的思考，这项研究的发现开始揭开了这些谈判的序幕。这项工作以Mitchell＆Means（2014）的四重意识概念为中心，用于理解黑人白人同性恋和双性恋男子在白人大学中的经历。从理论上讲，它还由Whiting的学者身份模型（2006GW，Whiting（2006）。从有风险到有希望：在黑人男性中发展学者身份。中学资优教育杂志，17（4），222–229。[Crossref]  ，[Google Scholar]）。这些发现说明了参与者如何才能实现并坚持天才教育计划，同时特别关注男性气概，同时探索了作为黑人酷儿的早期经历。