Abstract
ABSTRACT
Purpose. This study explored the lived experiences of gifted and talented female studentsas they navigated K-12 public schools in California. Specifically, it explored the effects
of social emotional learning (SEL) developmental assets and compared how these
learners described the experiences that contributed to either dropping out of or
successfully completing a traditional public high school.
Theoretical Framework. This study used the 40 Developmental Assets Framework(Scales & Blyth, 1997), the SEL lens of developmental assets, and the lived experiences
of gifted females to uncover insights about the underachievement and dropout
phenomenon specific to this group.
Methodology. A qualitative, phenomenological research design was used to uncover theexperiences of gifted and talented female students in the K-12 public school system.
Interviews were conducted with a purposeful sample of nine participants who either
successfully graduated from or faced challenges in a public high school.
Findings and Conclusions. Being identified as gifted and talented, and what that entails,is still misunderstood. After an in-depth analysis of the data collected from gifted and
talented female students, eight findings and four themes emerged. The most impactful
finding was the “mindgap” of gifted female participants not understanding themselves or
what it means to be gifted. Another significant misunderstanding held by the participants,
and often by the adults surrounding them, was that gifted and talented students should be
able to navigate the public school system without any support.
Recommendations. State legislation and district policies need to prioritize funding toserve gifted and talented learners. All participants reported that expectations from friends,
family, and teachers changed after they were identified. The adults in their lives believed
they could handle their own affairs and did not need support. The participants also
formed high expectations for themselves after being identified as gifted and believed they
should not need any support. Therefore, leaders should bring back GATE opportunities
and provide professional development and education opportunities for all stakeholders,
including teachers, principals, parents, students, and coaches.
Keywords. gifted students, gifted female, gifted and talented, giftedness, socialemotional learning (SEL), Gifted and Talented Education (GATE), dropouts, K-12.