This study used the ProQuest Education database and selected search terms to retrieve records of publications and examine trends in professional literature during four decades. Recent manifestations of race-based educational discrimination are found in the overrepresentation of black students in special education programs, their subjugation to high rates of exclusionary discipline, and their underrepresentation in gifted programs.
Race-based educational segregation has a long history in the United States and continues to exist even though prohibited by law. The article will culminate with a call for action for classroom practice. Next, the article will highlight the urgent importance of critical literacy and its impact on reading identity, concluding with a discussion that focuses on a representational intersectionality approach to learning that includes applying Sweet and Snow’s model. This article begins with definitions, followed by key factors in language and literacy development. Although the demographics of special education classrooms are shifting to mirror more diverse students, it remains a question as to how critical literacy impacts African American boys’ reading identity based on a representational intersectionality approach to learning, leaving unanswered questions about proper academic support services. Literature on twice exceptional African American boys who are gifted academically and have a learning disability neglects to emphasize contributing factors relating to the reading gap and lack of effective reading interventions and curriculum.
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