Chicas negras en los programas de educación para superdotados. Una revisión de la literatura
DOI:
https://doi.org/10.35362/rie8814842Palabras clave:
altas capacidades o superdotado/a; educación para superdotados; educación inclusiva; mujer.Resumen
Las chicas superdotadas y con talento han tenido que enfrentarse históricamente a dificultades y desigualdades en el sistema educativo. Las chicas negras están sometidas a una marginación doble. Investigamos la producción científica sobre la inclusión de las chicas negras en los programas para alumnos superdotados a través de una bibliográfica sistemática. Nuestro objetivo es conocer: (a) los tipos de estudios que publican contenidos sobre la formación de las niñas negras superdotadas; b) los objetivos y modelos teóricos en los que se basan; c) las metodologías y los temas de investigación. La revisión sistemática se ha llevado a cabo en tres idiomas: inglés, portugués y español. Hemos utilizado cinco bases de datos: Scopus, Web of Science, Eric, CAPES y Dialnet. Hemos seleccionado un total de 42 artículos científicos, de los cuales 11 se hallaron en la revisión bibliográfica sistemática, 26 a través del muestreo de bola de nieve, y hemos añadido otros 5 que formaban parte de una base de datos personal del autor que cumplía las especificaciones propuestas para la revisión sistemática. Los resultados más relevantes hallados son: (1) la falta de publicaciones en portugués y español sobre el tema; (2) los significados sobre la educación de las chicas negras superdotadas se construyen socialmente; (3) la teoría crítica de la raza apoya el discurso científico no hegemónico.
Descargas
Citas
Alencar, E & Fleith, D. (2001). Superdotados: Determinantes, Educação e Ajustamento. Brasília, EPU.
Anderson, B.N. (2020). “See Me, See Us”: Understanding the Intersections and Continued Marginalization of Adolescent Gifted Black Girls in U.S. Classrooms. Gifted Child Today, 43(2), 86-100. https://doi.org/10.1177/1076217519898216
Anderson, B. & Martin, J. (2018). What K-12 Teachers Need to Know About Teaching Gifted Black Girls Battling Perfectionism and Stereotype Threat. Gifted Child Today, 41(3), 117-124. https://doi.org/10.1177/1076217518768339
Archer-Banks, D. A. M. & Behar-Horenstein, L. S. (2012). Ogbu revisited: Unpacking high-achieving African American girls’ high school experiences. Urban Education, 47(1), 198-223. https://doi.org/10.1177/0042085911427739
Bolland, A. C., Besnoy, K. D., Tomek, S. & Bolland, J. M. (2019). The Effects of Academic Giftedness and Gender on Developmental Trajectories of Hopelessness Among Students Living in Economically Disadvantaged Neighborhoods. Gifted Child Quarterly, 63(4), 225-242. https://doi.org/10.1177/0016986219839205
Borland, J. H. (2003). The death of giftedness. Rethinking gifted education, 10, 105-124.
Campbell, S. L. (2012). For Colored Girls? Factors that Influence Teacher Recommendations into Advanced Courses for Black Girls. Review of Black Political Economy, 39(4), 389-402. https://doi.org/10.1007/s12114-012-9139-1
Carneiro, S. (2003). Enegrecer o feminismo: a situação da mulher negra na América Latina a partir de uma perspectiva de gênero. Racismos contemporâneos. Rio de Janeiro: Takano.
Carter, D. J. (2008). Achievement as resistance: The development of a critical race achievement ideology among black achievers. Harvard Educational Review, 78(3), 466-497. https://doi.org/10.17763/haer.78.3.83138829847hw844
Chalhoub, S. & Pinto, A. F. M. (2020). Pensadores negros-Pensadoras negras: Brasil séculos XIX e XX. Fino Traço.
Chauí, M. (2000). Brasil: Mito Fundador e Sociedade Autoritária. São Paulo.
Collins, K.H., Joseph, N. M. & Ford, D. Y. (2020). Missing in Action: Gifted Black Girls in STEAM. Gifted Child Today, 43(1), 55-63. https://doi.org/10.1177/1076217519880593
Collins, K. H. (2018). Confronting Color-Blind STEM Talent Development: Toward a Contextual Model for Black Student STEM Identity. Journal of Advanced Academics, 29(2), 143-168. https://doi.org/10.1177/1932202X18757958
Creshaw, K. (1989). Dermarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. The University of Chicago Legal Forum, 139-168.
Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review, 43(6), 1241. https://doi.org/10.2307/1229039
Cunningham, M., Corprew, C. S. & Becker, J. E. (2009). Associations of Future Expectations, Negative Friends, and Academic Achievement in High-Achieving African American Adolescents. Urban Education, 44(3), 280-296.
Evans-Winters, V. (2011). Afterthought: New directions in research and writing the lives of black girls. Couterpoints, 279 SRC-, 171-177.
Evans-Winters, V. (2014). Are Black Girls Not Gifted? Race, Gender, and Resilience. Interdisciplinary Journal of Teaching and Learning, 4(1), 22-30.
Evans-Winters, V. (2015). Black feminism in Educatation: Black women speak back, up and out. Nova Iorque Peter Lang.
Evans-Winters, V. (2016). Schooling at the Liminal : Black Girls and Special Education. The Wisconsin English Journal, 58(2), 140-153.
Evans, S. Y. (2008). Black women in the Ivory Tower, 1850-1954: An intellectual history. In University Press of Florida.
Fanon, F. (2008). Pele negra, máscaras brancas. Salvador. BA: EDUFBA.
Ford, D. Y. (1992). Determinants of underachievement as perceived by gifted, above-average, and average black students. Roeper Review, 14(3), 130-136. https://doi.org/10.1080/02783199209553407
Ford, D. Y (1998). The underrepresentation of minority students in gifted education: Problems and promises in recruitment and retention. Journal of Special Education, 32(1), 4-14. https://doi.org/10.1177/002246699803200102
Ford, D.Y., Grantham, T. C. & Whiting, G. W. (2008). Another look at the achievement gap: Learning from the experiences of gifted black students. Urban Education, 43(2), 216-239. https://doi.org/10.1177/0042085907312344
Ford, D. Y., Harris, B., Byrd, J. & Walters, N. (2018). Blacked Out and Whited Out: The Double Bind of Gifted Black Females who are Often a Footnote in Educational Discourse. International Journal of Educational Reform, 27(3), 253-268. https://doi.org/10.1177/105678791802700302
Ford, D. Y., Harris, J., Tyson, C. & Trotman, M. (2001). Beyond deficit thinking: Providing access for gifted african american students. Roeper Review, 24(2), 52-58. https://doi.org/10.1080/02783190209554129
Ford, D. Y, & King-Jr, R. (2014). Blacked Out: Racial and Gender Segregation in Gifted Education 60 Years After Brown vs. Board of Education. Multiple Voices, 14(142), 3-11.
Ford, D.Y. & Whiting, G. W. (2011). Beyond testing: Social and psychological considerations in recruiting and retaining gifted black Students. Journal for the Education of the Gifted, 34(1), 131-155. https://doi.org/10.1177/016235321003400106
Fordham, S. (1988). Racelessness as a Factor in Black Students’ School Success: Pragmatic Strategy or Pyrrhic Victory? Harvard Educational Review, 58(1), 54-85. https://doi.org/10.17763/haer.58.1.c5r77323145r7831
Foucault, M. (1968). Las palabras y las cosas. Una arqueología de las ciencias. Siglo Vinteuno Editores Argentina.
Foucault, M. (1971). A ordem do discurso. In L’Ordre du discours. https://doi.org/10.1590/s1413-24782007000100005
Fries-Britt, S. (1998). Moving beyond Black achiever isolation: Experiences of gifted Black collegians. Journal of Higher Education, 69(5), 556-576. https://doi.org/10.1080/00221546.1998.11775151
Gonzales, L. (1984). Racismo e sexismo na cultura brasileira. Revista Ciências Sociais Hoje, 2(1), 223-244.
Garcia-Martínez, A. & Moya-Anegón, F. Psychology in the Map of Science in Ibero America. Revista Latinoamericana de Psicologa, 2008, pp. 409-424.
Grant, D., Battle, D., Murphy, S. & Heggoy, S. (1999). Black Female Secondary Honor Graduates: Influences on Achievement Motivation. Journal of Secondary Gifted Education, 10(3), 103-119.
Griffin, K. & Allen, W. (2006). Mo ’ Money , Mo ’ Problems ? High-Achieving Black High School Students ’ Experiences with Resources , Racial Climate and Resilience. The Journal of Negro Education, 75(3), 478-494.
Harmon, D. (2001). They won’t teach me: The voices of gifted african american inner‐city students. Roeper Review, 24(2), 68-75. https://doi.org/10.1080/02783190209554132
Henfield, M., Moore, J. L. & Wood, C. (2008). Inside and outside gifted education programming: Hidden challenges for African American Students. Exceptional Children, 74(4), 433-450. https://doi.org/10.1177/001440290807400402
Hooks, B. (2015). Mulheres negras: moldando a teoria feminista. Revista Brasileira de Ciência Política, 16, 193-210.
Hubbard, L. (2005). The role of gender in academic achievement. International Journal of Qualitative Studies in Education, 18(5), 605-623. https://doi.org/10.1080/09518390500224887
Kerr, B. A. (1988). Career Counseling for Gifted Girls and Women. Journal of Car, 14(4), 259-268.
Kerr, B. A. (1994). Smart girls: a new psychology of girls, women, and giftedness. Gifted Psychology Press.
Kerr, B. & Kurpius, S. E. (2004). Encouraging Talented Girls in Math and Science: Effects of a Guidance Intervention. In High Ability Studies, 15(1), 85-102.
Kilomba, G. (2017). Memórias da plantação: episódios de racismo cotidiano. Editora Cobogó
Kitano, M. K. (1998). Gifted African American women. Journal for the Education of the Gifted, 21(3), 254-287. https://doi.org/10.1177/016235329802100302
Kokot, S. J. & Kokot-Louw, P. L. (1998). The Effects of Gender Stereotyping on the Career Aspirations of Gifted Black Adolescents. Gifted and Talented International, 13(1), 19-27. https://doi.org/10.1080/15332276.01.11672873
Kramer, L. R. (1998). The social construction of ability perceptions: an ethnographic of gifted adolescent girls. Journal of Earlyn Adolescense, 11(3), 343-362.
Leroux, J. A. (1994). A Tapestry of Values: Gifted Women Speak Out. Gifted Education International, 9(3), 167-171. https://doi.org/10.1177/026142949400900308
Maree, J. G., Bester, S. E., Lubbe, C. & Beck, G. (2001). Post-Modern Career Counselling to a Gifted Black Youth: A Case Study. Gifted Education International, 15(3), 325-339. https://doi.org/10.4324/9780203959091
Marsh, K. (2013). “Staying Black”: The demonstration of racial identity and womanhood among a group of young high-achieving Black women. International Journal of Qualitative Studies in Education, 26(10), 1213-1237. https://doi.org/10.1080/09518398.2012.731536
Marsh, K., Chaney, C. & Jones, D. (2012). The strengths of high-achieving Black high school students in a racially diverse setting. Journal of Negro Education, 81(1), 39-51. https://doi.org/10.7709/jnegroeducation.81.1.0039
Martins, B. A., Marques, C. & Ogeda, M. (2016). Altas habilidades / superdotação : o que dizem as pesquisas sobre estas crianças invisíveis ? Psicologia Escolar e Educacional, 561-568.
Massuda, M.B. & Orlando, R.M.(2019) Temas em altas habilidades / superdotação na perspectiva de gênero: um estudo de revisão sistemática. Revista Educação Especial.
Maxwell, M. (2007). Career counseling is personal counseling: A constructivist approach to nurturing the development of gifted female adolescents. Career Development Quarterly, 55(3), 206-224. https://doi.org/10.1002/j.2161-0045.2007.tb00078.x
Mayes, R. D. & Hines, E. M. (2014). College and Career Readiness for Gifted African American Girls: A Call to School Counselors. In Interdisciplinary Journal of Teaching and Learning, 4(1), 31-42).
McPherson, E. (2017). Oh you are smart: Young, gifted African American women in stem majors. Journal of Women and Minorities in Science and Engineering, 23(1), 1-14. https://doi.org/10.1615/JWomenMinorScienEng.2016013400
O’Connor, C. (1997). Dispositions toward (collective) struggle and educational resilience in the inner city: A case analysis of six African-American high school students. American Educational Research Journal, 34(4), 593-629. https://doi.org/10.3102/00028312034004593
O’Connor, C., Mueller, J., L’Heureux, R., Rivas-Drake, D. & Rosenberg, S. (2011). “Being” black and strategizing for excellence in a racially stratified academic hierarchy. American Educational Research Journal, 48(6), 1232-1257. https://doi.org/10.3102/0002831211410303
Pêcheux, M. (1990). Análise Automática do Discurso. In: UNICAMP (ed.). I; F. E HAK; T. (Orgs.). Por uma análise automática do discurso. São Paulo: [1978.], p. 161.
Pedro, K. M, Martins, B. M., Silva, R. C. & Ogeda C. M. M. (2016) Panorama das produções acadêmicas em altas habilidades/superdotação. Revista Iberoamericana de Educación, 72(1). https://doi.org/10.35362/rie72128
Pérez, S. G. P. B & Freitas, S. N.(2014). Políticas públicas para as Altas Habilidades/Superdotação: incluir ainda é preciso. Revista Educação Especial, 627-640.
Rangni, R. A. & Costa, M.(2011a). A educação dos superdotados: história e exclusão. Revista Educação, 16-24.
Rangni, R. A. & Costa, M. (2011b). Altas habilidades/superdotação: entre termos e linguagens. Revista Educação Especial, 467-482.
Reis, S. M. (1995). Talent Ignored, Talent Diverted: The cultural context uderlying giftedness in females. Gifted and Talented International, 39(3), 162-170.
Reis, S. M. (2001). External Barriers Experienced by Gifted and Talented Girls and Women. In Gifted Child Today, 24(4), 26.
Reis, S. M. (2003). Gifted Girls, Twenty-Five Years Later: Hopes Realized and New Challenges Found. Roeper Review, 25(4), 154-157).
Ribeiro, D. (2018). Quem tem medo do feminismo negro?. Editora Companhia das Letras.
Sá, T. (2014) Lugares e não lugares em Marc Augé. Tempo Social, Revista de Sociologia da USP, 26(2), 209-229
Sewell, C. J. P. & Goings, R. B. (2019). Navigating the Gifted Bubble: Black Adults Reflecting on Their Transition Experiences in NYC Gifted Programs. Roeper Review, 41(1), 20-34. https://doi.org/10.1080/02783193.2018.1553218
Silva, M. V. (2019). Análise De Discurso: Um Percurso De Leitura E De Gestos De Interpretação. Lingua e iistrumentos linguísticos, 238-269.
Silverman, L. K. (1991). Helping gifted girls reach their potential. Roeper Review, 13(3), 122-123.
Silverman, L. K (1992). Leta Stetter Hollingworth: Champion of the Psychology of women and gifted children. Journal of Educational Psychology, 84(1), 20-27.
Silverman, L. K. (1995). Why are there so few eminent women? Roeper Review, 18(1), 5-13. https://doi.org/10.1080/02783199509553689
Steele, C. M. (1997). A Threat in the Air. How Stereotypes Shape Intellectual Identity and Perfomance. American Psychologist, 52(6), 613-629.
Strayhorn, T. L. (2009). The Burden of Proof : A Quantitative Study of High-Achieving Black Collegians. Journal of African American Studies, 13(4), 375-387.
Subotnik, R. F., Olszewski-Kubilius, P. & Worrell, F. C. (2011). Rethinking Giftedness and Gifted Education: a Proposed Direction Forward Based on Psychologica Science. Psychological Science in the Public Interest, 12(1), 3-54. https://doi.org/101177/1529100611418056
Tabron, L. A. & Venzant, T. T. (2019). What is Being Black and High Achieving Going to Cost me in your School? Students Speak Out About their Educational Experiences Through a Racial Opportunity Cost Lens. The High School Journal, 102(2), 118-138. https://doi.org/10.1353/hsj.2019.0002
Urrútia, G. & Bonfill, X. (2010). Declaración PRISMA: una propuesta para mejorar la publicación de revisiones sistemáticas y metaanálisis. Med Clin (Barc), 135(11 SRC-BaiduScholar FG-0), 507-511.
Wechsler, S. & Fleith, D. (2017). The scenario of gifted education in Brazil. Cogent Education, 1-12.
Wilkerson, D. A. & Jenkins, M. D. (1936). A Socio-Psychological Study of Negro Children of Superior Intelligence. The Journal of Negro Education, 5(1), 126. https://doi.org/10.2307/2292364
Wohlin, C. (2014). Guidelines for snowballing in systematic literature studies and a replication in software engineering. ACM International Conference Proceeding Series. https://doi.org/10.1145/2601248.2601268
Young, J.L., Young, J. R. & Ford, D. Y. (2017). Standing in the Gaps: Examining the Effects of Early Gifted Education on Black Girl Achievement in STEM. Journal of Advanced Academics, 28(4), 290-312. https://doi.org/10.1177/1932202X17730549
Young, J.L., Young, J. R. & Ford, D. Y. (2019). Culturally Relevant STEM Out-of-School Time: A Rationale to Support Gifted Girls of Color. Roeper Review, 41(1), 8-19. https://doi.org/10.1080/02783193.2018.1553215
Cómo citar
Publicado
Número
Sección
Licencia
Aquellos autores/as que tengan publicaciones con esta revista, aceptan los términos siguientes:
