What contributes to gifted adolescent females’ talent development at a high-achieving, secondary girls’ school
Bibliographic Data
| ID | 15413494 |
|---|---|
| Authors | Charlotte Tweedale (Monash University, corresponding author), Leonie Kronborg (0000-0002-7100-2164, Monash University) |
| Year | 2015 |
| Volume | 30 |
| Issue | 1-2 |
| Pages | 6-18 |
| Publication date | 2015-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Gifted and Talented International (JOURNAL) |
| Journal identifiers | ISSN: 1533-2276 • E-ISSN: 2470-9565 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15332276.2015.1137450 |
| OpenAlex | W2341357168 |
| Language | EN |
| Citations received | 4 |
| References cited | 30 |
The purpose of this research was to examine what contributes to gifted adolescent females’ talent development at a high-achieving girls’ school. Using Kronborg’s (2010) Talent Development Model for Eminent Women as a theoretical framework, this research examined the conditions that supported and those that hindered the participants’ talent development in the setting of their secondary girls’ school. In this qualitative study, semistructured interviews were conducted with six gifted females, 17–20 years of age, who were all identified as gifted and who achieved highly in one or more talent domains during their years at their former high-achieving secondary girls’ school. The findings of this research support the theoretical framework. The themes found to support these participants’ talent development were psychological qualities, individual abilities, opportunities to achieve in talent domain(s), allies in the family, allies beyond the family, passionate engagement in talent domain, and feelings and experiences of difference. These findings add support to the themes Kronborg (2010) found in her Talent Development Model of Eminent Women
Developmental psychology · Feeling · Gifted education · Pedagogy · Qualitative research · Social science · Sociology · Talent development · Career Development and Diversity · Cognitive Abilities and Testing · Education, Achievement, and Giftedness · Psychology · Social Psychology
Gender Similarities and Differences
What Contributes to Talent Development in Eminent Women
Handbook of Gifted Education
Education of the Gifted and Talented
Gender Roles and Women's Achievement-Related Decisions
Understanding Women’s Achievement Choices
Career Aspirations of Adolescent Girls
Teacher characteristics and behaviors preferred by high school students
Social orientation and the social self-esteem of gifted and talented female adolescents
Qualitative inquiry and research design
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2020 - 2023 (4) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |