Triple Identity Theory: A theoretical framework for understanding gifted Black males with dyslexia.
Abstract
Much of the current scholarship on Black males focuses on the achievement gap; their under-identification as twice-exceptional, underrepresentation in gifted and talented programs, and their overrepresentation in special education programs. Although overrepresented in special education, twice-exceptional Black males are seldom given attention in scholarly literature and there are no current theoretical or conceptual articles that have fully considered their experiences. Further, there has been limited research that examines the intersection of race, disability, and giftedness. Therefore, to address the lack to scholarship focusing on twice-exceptional Black males the article begins with a summary of the academic experiences of gifted and Black males with disabilities followed by the three interwoven perspectives. Next, the description of a proposed theoretical framework for understanding twice-exceptional Black males with dyslexia and its implications will be considered. The article will end with a discussion and conclusion.
Published
Issue
Section
License
Urban Education Research and Policy Annuals License Agreement
This Agreement (the “Agreementâ€) is made by and between __________(“Author(s)â€) and the Journal “Urban Education Research and Policy Annuals†(the “Journalâ€).
Author Agreement
By submitting this research article entitled “_____________†('article')to (Urban Education Research and Policy Annuals) published by Urban Education Research and Policy Annuals, the Author(s) certify that:
I. Warranties:
A.  Author  __________(name)  is legally authorized and possesses full power and authority on behalf of my co-authors [list names] to enter into this Agreement.
B. Author warrants, on behalf of all article authors, that:
a. the article is original, has not been formally published in any other peer-reviewed journal, is not under consideration for publication by any other journal and does not infringe any existing copyright or any other third party rights;
b. The named authors (above) are the sole author(s) of the article. Any co-author not signing this Agreement personally has granted full authority to [named author in I.A.] to enter into this agreement of his/her behalf and to grant  the following rights to Urban Education Research and Policy Annuals set forth below.
c. the article contains nothing that is unlawful, libellous, or which would, if published, constitute a breach of contract.
II.Copyright
Authors who publish with this journal agree to the following terms:
a. Author(s) shall retain copyright to the article but  grant the Journal right of first publication, and the irrevocable right to perpetually disseminate the article as part of the Journal subject to the Creative Commons Attribution License, that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Beginning one year after the date of formal publication of the article, Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work and subject to the Creative Commons Attribution License (e.g., post it to an institutional repository or publish it in a book), subject to a proper acknowledgement of its initial publication in this journal: “This article was originally published in the Urban Education Research and Policy Annuals (Vol., Issue, Year).â€
III. Indemnification.
Author shall indemnify, defend, and hold harmless the Journal from any and all claims, liabilities, damages, expenses (including attorneys’ fees and expert costs’, penalties, fees, if any arising from enforcement of this Agreement and/or related to claims of infringement of copyrights or proprietary rights allegedly contained in the Article  , or resulting from a claim of defamation, obscenity, or invasion of privacy based upon or arising out of the publication of the Article or any other breach of warranty as set forth in No. 1.
