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Influences on Career Development for Gifted Adolescent Girls in Selective Academic Programs in Australia
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Napier, Rebecca D.; Jarvis, Jane M.; Clark, Julie; Halsey, R. John – Gifted Child Quarterly, 2024
Despite adolescent girls' superior school achievement and high career aspirations, fewer women than men achieve career eminence. Understanding early influences on the development of gifted girls' career-related values and aspirations may help to explain this discrepancy in career outcomes. This article reports findings from a qualitative,…
Descriptors: Foreign Countries, Females, Womens Education, Selective Admission
Minority Achievement Gaps in STEM: Findings of a Longitudinal Study of Project Excite
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Olszewski-Kubilius, Paula; Steenbergen-Hu, Saiying; Thomson, Dana; Rosen, Rhoda – Gifted Child Quarterly, 2017
This longitudinal study examined the outcomes of Project Excite on reducing minority students' achievement gaps in STEM over 14 years. Project Excite was designed to provide intensive supplemental enrichment and accelerated programming for high-potential, underrepresented minority students from third through eighth grades to better prepare them…
Descriptors: Achievement Gap, STEM Education, Longitudinal Studies, Minority Group Students
Family Environment and Social Development in Gifted Students
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Olszewski-Kubilius, Paula; Lee, Seon-Young; Thomson, Dana – Gifted Child Quarterly, 2014
Involving more than 1,500 academically gifted students and their parents, this study examined relationships between family environment and social competence of gifted students. Results from an online survey revealed that our gifted students rated their families as cohesive and flexible with high levels of satisfaction and communication among…
Descriptors: Family Environment, Social Development, Academically Gifted, Correlation
Deferential Differentiation: What Types of Differentiation Do Students Want?
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Kanevsky, Lannie – Gifted Child Quarterly, 2011
Deferential differentiation occurs when the curriculum modification process defers to students' preferred ways of learning rather than relying on teachers' judgments. The preferences of 416 students identified as gifted (grades 3-8) for features of differentiated curriculum recommended for gifted students were compared with those of 230 students…
Descriptors: Academically Gifted, Grade 3, Cognitive Ability, Individualized Instruction
Self-Concept and Social Status of Accelerated and Nonaccelerated Students in the First 2 Years of Secondary School in the Netherlands
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Hoogeveen, Lianne; van Hell, Janet G.; Verhoeven, Ludo – Gifted Child Quarterly, 2009
This study examined the self-concept and social status of accelerated and nonaccelerated students in their first 2 years of secondary school in the Netherlands. In 357 students from 18 secondary schools, we measured self-concept, sociometric status, and behavior reputations at three times. Accelerated students had more positive self-concepts…
Descriptors: Social Status, Females, Sociometric Techniques, Acceleration (Education)
Protective Factors as Barriers to Depression in Gifted and Nongifted Adolescents
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Mueller, Christian E. – Gifted Child Quarterly, 2009
Despite continued efforts by researchers, a gap still exists in our understanding of the psychological, social, and emotional adjustment of gifted students. Historically, research and education of the gifted has focused on cognitive variables, with less attention given to the social and emotional needs of these students. The current study used…
Descriptors: Academically Gifted, Adolescents, Emotional Adjustment, Depression (Psychology)