Negotiating multiple identities while gifted: Reflections from black queer gifted men

Sewell, Christopher J. P.

doi:10.1080/19361653.2020.1737298

Cited by 4 publications

(2 citation statements)

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“…Whereas Black/African American students compose 2.42% to 11.30% of the GT School population (depending on the graduation year) and composed 3.08% of those completing the survey, none of the participants identified as both Black/African American and a member of the LGBTQ community. Perhaps we should have anticipated this finding given Sewell's (2020) discussion regarding the challenges associated with being Black, queer, gifted, and male. Furthermore, ethnoracial identities have been shown to significantly affect how sexual/gender minorities adopt their personal sexual/gender labels (Watson et al, 2020).…”

Section: Discussionmentioning

confidence: 89%

“…This study provides an initial exploration of gifted LGBTQ students' coming out experiences across environmental contexts and the extent to which gifted LGBTQ students' psychological needs are met. Previous work in this area has qualitatively examined their experiences (Hutcheson & Tieso, 2014;Peterson & Rischar, 2000;Sewell, 2020); however, little quantitative work has provided specific information to students' support teams regarding general trends on when gifted LGBTQ students come out, to whom, and why not. The current study fills that gap and provides actionable information to inform the development of needs-supportive environments.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

The Coming Out Experiences of Gifted, LGBTQ Students: When, to Whom, and Why Not?

Tuite

Rubenstein

Salloum

2021

Journal for the Education of the Gifted

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The purpose of this exploratory study was to examine the coming out experiences of gifted LGBTQ (lesbian, gay, bisexual, transgender, and questioning or queer) alumni from a residential gifted high school. First, we found that gifted LGBTQ alumni ( N = 106) realized their sexual orientation/gender identity around 16.6 years old, which is similar to the general population. The year of high school graduation did not correlate with the age of initial realizations, or when they shared. On average, when the participants did share, they waited 2.1 years to share with friends and 3.4 years to share with family. Furthermore, they felt more comfortable sharing within the residential gifted high school than in their home schools. In general, LGBTQ alumni felt more autonomous, competent, and connected to the residential school. Finally, participants reported many barriers to coming out, including both internal struggles (e.g., uncertain themselves) and social fears (e.g., fear of alienation or harassment). These findings can provide guidance for school personnel as they develop effective, support systems.

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Section: Discussionmentioning

confidence: 89%

Section: Discussionmentioning

confidence: 99%