The purpose of this study was to describe my academic journey as a gifted Black male with dyslexia. The central research question was the following: What were some of the stories along my academic pathway that seem significant? The research design positioned me inside the culture in which I am the topic of examination. The research methodology used for my analysis was autoethnography, which allows personal experiences to be explored through the intersection between narrative inquiry and ethnography. The approach allowed me to fully articulate my lived experiences, which provided a deeper understanding on how the intersectionality of race, dyslexia, and giftedness influenced my identity formation. An analysis of my journey led to the finding that the intersection of identity categories must be attended to, in order to support the learning of students with “triple-identity.” The article presents a theoretical model for exploring the intersectionality of those elements.
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