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This qualitative study was conducted to investigate the social and cultural characteristics of gifted and talented students and their perceptions of the educational factors that have contributed to the development of their gifts and talents. Twelve Puerto Rican English Language Learner (PR-ELL) students who are identified as gifted and attend a full-time academy for gifted and talented students were selected for the study. Both ethnography and comparative case methodology were used as the participants completed a questionnaire with 67 questions and then were interviewed and observed in their school. Students' cumulative records were also reviewed and analyzed. Interesting findings emerged in the study as participants identified the following characteristics that would identify them as gifted and talented: high potential, motivation, commitment, perseverance, self-confidence, maturity, and hard work. The participants believe that they work harder, expend more effort in their academic studies, take school more seriously, and have more enthusiasm for learning than students from other cultures who are identified as gifted and talented. They also reported that their parents encouraged their children to work hard and do well in school. All students agreed that the Gifted & Talented Academy they attended and their teachers provide them with a rigorous, enriched curriculum. The participants also indicated that they loved being challenged and encouraged by their parents and teachers to work hard and excel. They enjoy being exposed to new curriculum and learning new content, as opposed to the lack of challenge they experienced in their previous schools. This research contributes to new understandings regarding the characteristics of PR-ELL gifted students, family characteristics and educational factors that support and sustain high academic achievement; however, additional research is needed relative to the identification and characteristics of gifted ELL students. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
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Interest in gifted women has continued in the three decades since Carolyn Callahan published one of the first articles about this topic in the context of gifted education in 1979. Indeed, during the last three decades, books and multiple articles have been published about gifted girls and women by Karnes, Kerr, Rimm, Reis, and others. This chapter probes the reflections of gifted women in the field of gifted education in an effort to identify their perceptions of their contributions, challenges, and beliefs about giftedness and talents in girls and women. Reis (1998) defined talent development in women as occurring when women with high intellectual, creative, artistic, or leadership ability or potential achieve at in an area of choice and make what they define as personally meaningful contributions to society. Reis identified several factors that contribute to this conception of giftedness and talent in women including: abilities (intelligence and special talents), personality traits, environmental factors, and personal perceptions, such as the social importance of the use of one's talents to make a positive difference in the world. Each of these factors contributes to what Gruber called "self-mobilization", characterized in some talented women by the development of belief in self, a desire to develop one's talents, and a sense of destiny enabling one to make conscious decisions to develop talents, often with little support and against many obstacles. Each of the women profiled in this chapter displayed these characteristics, working many hours over years of sheer effort as they successfully used their talents to make a difference in this field. This chapter highlights both their stories and their personal reflections on their journeys. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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