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Sloan, Pessy J. – Journal for the Education of the Gifted, 2020
This study examines female graduates (N = 616) from seven honors colleges in the Northeastern United States and the relationship between attending a New York City (NYC) selective specialized public high school and graduating with a science, technology, engineering, and mathematics (STEM) degree from an honors college. A causal-comparative study…
Descriptors: Females, Academically Gifted, STEM Education, Selective Admission
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Krafchek, Jennifer; Kronborg, Leonie – Journal for the Education of the Gifted, 2019
The aim of this qualitative study was to investigate the role of academic achievement in the process of stress and coping of academically high-achieving females before the onset of disordered eating. Fourteen academically high-achieving female adults who had developed disordered eating in high school were interviewed, using a semistructured…
Descriptors: Academic Achievement, High Achievement, Females, Eating Disorders
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Paik, Susan J.; Choe, Shirlie Mae Mamaril; Otto, Wendi J.; Rahman, Zaynah – Journal for the Education of the Gifted, 2018
Despite one-dimensional stereotypes and barriers experienced by Asian American women, many have achieved prominence. We know very little about these stories, their lives, or what helped them to achieve beyond expectations. Based on the Productive Giftedness Model, the article identifies the common traits and supportive conditions that influence…
Descriptors: Asian Americans, Females, Gifted, Models
Peterson, Jean Sunde – Journal for the Education of the Gifted, 2014
A qualitative, longitudinal, phenomenological case study explored how a gifted female experienced various life events and aspects of development during adolescence and young adulthood (ages 15-30 years), particularly as related to multiple traumatic experiences, which were revealed late in the first year of the study. Additional experiences, well…
Descriptors: Qualitative Research, Longitudinal Studies, Phenomenology, Case Studies
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Coxon, Steve V. – Journal for the Education of the Gifted, 2012
A stratified random sample of volunteer participants (N = 75) aged 9 to 14 was drawn from 16 public school districts' gifted programs, including as many females (n = 28) and children from groups traditionally underrepresented in gifted programs (n = 18) as available. Participants were randomly divided into an experimental (n = 38) and a control…
Descriptors: Public Education, Gifted, Programs, Robotics
Fiebig, Jennifer Nepper; Beauregard, Erin – Journal for the Education of the Gifted, 2011
This study assessed 43 gifted adolescent females in the United States and Germany over a 4-year period (in 7th or 8th grade and again during the 11th or 12th grade). Factors that were examined included the daughter's career selection, the prestige level and the education required to pursue that career, and the impact of the mother's gender role…
Descriptors: Academically Gifted, Females, Sex Role, Occupational Aspiration
Hyatt, Laurie – Journal for the Education of the Gifted, 2010
In this case study focusing on a gifted adolescent female who took her life at the age of 18 using a firearm, the researcher investigated the personal, environmental, and cultural variables that may have contributed to her suicide. Data were collected from interviews, documents, and other artifacts, including a videotape that was a compilation of…
Descriptors: Academically Gifted, Suicide, Case Studies, Females
Rudasill, Kathleen Moritz; Capper, Marla Read; Foust, Regan Clark; Callahan, Carolyn M.; Albaugh, Susan B. – Journal for the Education of the Gifted, 2009
Gifted adolescents are poised to make important decisions that will determine the trajectory of their futures. A positive self-concept may lead to higher educational and career aspirations, whereas a poorer self-concept may negatively influence choices and outcomes. Research points to self-concept differences among gifted students of different…
Descriptors: Academically Gifted, Females, Self Esteem, Adolescents
VanTassel-Baska, Joyce; Feng, Annie Xuemei; de Brux, Elizabeth – Journal for the Education of the Gifted, 2007
This study examined the trend of identification and achievement patterns of performance task-identified students over a span of 6 years (2000-2005), in comparison to profiles of students who were identified exclusively through traditional ability and achievement tests. The study findings suggested that the performance-based protocols were…
Descriptors: Gifted, Academic Achievement, Identification, Achievement Tests
Speirs Neumeister, Kristie L.; Rinker, Julie – Journal for the Education of the Gifted, 2006
Using a qualitative interview design, this study examined factors contributing to the academic achievement of gifted first-generation college females. Findings indicated an emerging professional identity as the primary influence on achievement. The participants' high ability served as a passport to accessing coursework, extracurricular…
Descriptors: Influences, Academic Achievement, First Generation College Students, Females
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Dai, David Yun – Journal for the Education of the Gifted, 2002
This article reviews the research suggesting gifted girls are motivationally disadvantaged as well as research on the task, social, and motivational conditions that may explain these differences. A feminist critique of the gender differences research suggests some research strategies that can address and redress some of the problems in research…
Descriptors: Criticism, Elementary Secondary Education, Females, Feminism
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Hollinger, Constance L. – Journal for the Education of the Gifted, 1983
Five career relevant dimensions, Self Directed Search (SDS) summary scores, and a multidimensional composite from the five dimensions were tested to determine their effectiveness in discriminating among six career aspiration groups. Results suggested the importance of self-perception of ability and of the multidimensional composite. (Author/CL)
Descriptors: Adolescents, Career Planning, Females, Gifted
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Higham, Sharon J.; Navarre, Jane – Journal for the Education of the Gifted, 1984
Based on the literature reviewed, the authors present recommendations for parents and educators of gifted adolescent females. It is argued that differential treatment will produce more equitable education and the requisite skills to achieve success in both traditional and nontraditional careers. (Author)
Descriptors: Adolescents, Educational Philosophy, Females, Gifted
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Fleming, Elyse S.; Hollinger, Constance L. – Journal for the Education of the Gifted, 1981
The study sought to provide empirical support for multidimensional definitions of talent through the examination of traditional and nontraditional talent distributions among 1,141 sophomore young women representing public, private, and parochial high schools. Clusters defined by the analysis revealed the existence of talents independent of…
Descriptors: Adolescents, Definitions, Females, Gifted
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Frey, Cecile P. – Journal for the Education of the Gifted, 1998
This article describes the establishment of a "women's issues" group with middle-school gifted girls. Ground rules for the group, selection of materials for discussion, issues discussed, and outcomes of the group are highlighted. Participants were found to like learning, like thinking about abstract issues, and have high academic goals. (CR)
Descriptors: Action Research, Adolescents, Coping, Discussion Groups
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