Abstract

This conceptual article introduces a new approach to examining the lives of Black Queer Nerds, situating their academic, racial, social, and sexual identities. First, it explores the research on nerds, Black high-achieving students, and Black Queer Students. Then it discusses gaps in the relevant theoretical work from Mitchell and Means (2014) and Whiting (2009). Finally, it outlines why this approach is necessary to support Black Queer high achievers.

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