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ABSTRACT
The purpose of this research was to examine what contributes to gifted adolescent females talent
development at a high-achieving girls school. Using Kronborgs (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, 1720 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.
Introduction
Since feminism began to open the doors for
women to options other than traditional female
roles, researchers have sought to understand why
women are still largely underrepresented in the
top echelons of many professions, despite the
advances made by the feminist movement (Hyde,
2014). Although it must be accepted that there are
clear biological differences between men and
women, feminist researchers contend that many
issues that keep women under the proverbial
glass ceiling are rather gender issues, which they
maintain are societal concepts and can thus be
challenged (Eccles, 2011; Reis, 1995; Rimm,
2001). To understand why women are still a significant minority in many prestigious career
domains, research has been conducted on those
women who have achieved eminence to glean the
conditions that contributed to their success
(Kronborg, 2010; Noble, 1996; Reis, 1995; Rimm,
2001).
FILTERS &
FOUNDATIONS
CATALYSTS
Demographic
Factors
Motivated by passionate
Socio-economic status.
Religious affiliation,
Nationality & Ethnicity
Geographic location,Marital
status. Number of children,
Loss of parent when young,
Birth Order
engagement in talent
SPHERES OF
INFLUENCE
domains
Allies beyond family of origin
Personal
Domain
SelfActualization
Or Entelechy
Public Domain
Feelings and Experiences
of Difference
Leadership
Eminence
Schooling Opportunities
Arts, Letters/Law Science,
Psycho-social, Business
management, Politics,
Athletics
Literature review
Much previous research about high-ability adolescent
females was about those who repudiate their giftedness and underachieve (Kerr, 1997), and it was conducted in the 20th century. There has been significant
change in womens participation in education and the
workplace since then (Eccles, 2011). However, women
are still largely underrepresented in top echelons of
many professions (Hyde, 2014). Understanding shifts
in contributions to talent development of high-ability
adolescent females may shed light on the changes in
this area in future research. In the 2012 World
Economic Forums Global Gender Gap report, New
Zealand ranked 6th (World Economic Forum, 2012).
In countries where women have more schooling
than men, the frontline for change has shifted to
making marriage and motherhood compatible with
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Research approach
11
Isabel
Michelle
Music, Social
Sciences, Languages
Science
Age
Occupation
20 Law and media student
(2nd year)
19 Economics student
(1st year)
Achievements
Top Australian university scholarship; School dux; Arts Laureate
19
20
20
17
Dux
Proxime Accessit
Sportswoman of the Year
Arts Laureate
OR achieved a major university scholarship, of
at least NZD$30,000 value
Findings
The findings of this research support the findings
in Kronborgs (2010) study of 10 adult gifted
females across a range of talent domains, which
resulted in the Talent Development Model of
Eminent Women. Most of the themes and subthemes from Kronborgs (2010) study are evidenced in this study. There are some differences,
which may be due to the participants ages and life
stages in this research.
Theme: Individual characteristicspsychological
qualities
High achievement motivation
All participants were highly motivated to achieve
both at school and at university. They are driven
to achieve both their best and be the best. For
these young women, extracurricular participation
was seen as another opportunity to excel. They felt
validated by their achievements, and this made all
their efforts worthwhile. These achievements were
integral to their sense of self: Im aiming to be a
surgeon and Im . . . studying a lot to get the grades
12
Perfectionism
All the young women reported having perfectionistic tendencies to some extent. Mostly, this
pushed them to higher levels of achievement.
Sometimes, though, it led to self-limitations.
If I was willing to try it for the sake of trying it I would
have been ok. But for me it was alwaysyou have to
be really good before you carry on . . . and not have
everyone see youre making mistakes. (Jessica)
Competitiveness
Five of the participants reported being competitive
in the school environmentthey stated this was
common in other high-achieving girls at school.
They posted this competitiveness first as an inherent quality, but also a result of being in a highachieving school: Im just ridiculously competitive in everything . . . probably too competitive at
times (Isabel); Im a competitive person by
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Being identified as gifted and consequential feelings and experiences of difference were felt to be
mostly beneficial to these young women. They felt
they had more opportunities offered to them; teachers put greater trust in them; and they liked
outward acknowledgment of their achievements.
However, they did not like being singled out by
teachers in the classroom. They felt pressure to
always be gifted and did not want to be so
visible. They also found other girls could be catty
Discussion
Most of the themes of Kronborgs (2008b, 2009,
2010) Talent Development Model of Eminent
Women are evident in this study. Thus conditions
that eminent women report as being salient to
their talent development are also reported in
these young women who exhibit outstanding
talent(s) that contribute to their high achievement
in talent domains. Participants in both studies
share psychological and intellectual characteristics
that drive them to achieve. They all shared environmental and social supports that enabled them to
develop their talents. These findings are distinctive
because much research into gifted girls from the
1990s and earlier suggested that they face barriers
that hinder them from achieving success, yet the
findings of this research suggest that some of those
barriers have been overcome in this schools context. These adolescent women are highly able
(gifted), hard-working, and independent as the
eminent women were in Kronborgs Talent
Development Model of Eminent Women
(Kronborg, 2008b, 2010). These females, at this
stage of their development, in this study, demonstrated high achievement motivation, rather than
relationship motivation; Lovecky (1995) posited
this was a marker of gifted girls who were successful at actualizing their talents.
Friends would say were going to the beach and
dad would say lets go training and Id want to go
to the beach. But . . . I dont regret it now . . . and Im
keeping doing it because I can see what I can get out
of it . . . and its something I can be successful at.
(Anna)
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supportive, believed in their potential and encouraged talent development (Kronborg, 2010, p. 16).
Both the women in Kronborgs study and the
young women in this study were encouraged by
their parents to make the most of their potential
(Kronborg, 2008a). Also, some of the women and
young women in both studies considered their
mothers to be role models, commenting on being
influenced by their mothers intelligence
(Kronborg, 2010, p. 17).
The participants prominent career goals and
ambivalent views on future marriage and children
are a departure from earlier findings and reflect a
significant shift in talented young womens life
expectations (Arnold, 1993; Eccles, 1987; Grant
et al., 2000). All participants reported the salience
of access to like-minded others, which is evident in
literature regarding socialemotional needs of
gifted youth (Davis et al., 2011; Fisher, Stafford,
Maynard-Reid, & Parkinson, 2005). Having the
Scholars program enabled them to feel part of
a valued, inclusive academic group and allowed
them to express themselves freely without concern
for being misunderstood (Fisher et al., 2005).
Many of the teachers who the participants
encountered were highly supportive of their talent
development (Kronborg, 2008b, 2010). Positive
teacher attitudes toward girls achievement are
crucial to gifted girls talent development (Buser,
Stuck, & Casey, 1974; Robinson, 2008). The sense
that teachers are supportive is particularly important to gifted adolescent girls (Davis et al., 2011;
Rimm, 1999). They also appreciated teachers having high expectations of them (Croft, 2003).
Importance of supportive teacher relationships
was found in Kronborgs (2010) study. Eight of
the 10 participants in her study identified certain
teachers as being positively supportive, encouraging, influential or inspirational to the realisation
of their talents (Kronborg, 2010, p. 18). Even in
this high-achieving environment, these young
women reported feelings and experiences of difference. They all spoke of independencealoneness at schooland resilience was evident in their
statements about what it took to achieve their
goals (Kronborg, 2010). The ability to deal with
aloneness and to be independent is posited in the
literature as necessary for gifted women to build
resilience (Noble et al., 1999; Reis, 1995, 2002).
concerned by the culture of romance in adolescence and thus are not confronted by the same
gendered implications to their life choices.
Although it is impossible to generalize with such
a small research sample, such a shift needs to be
considered when counseling gifted adolescent
females about their post-school study and career
choices.
References
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Author bios
Charlotte Tweedale spent 11 years teaching and leading
learning in New Zealand secondary schools before joining
the GATE consultancy team at Cognition Education in 2015
as a Gifted and Talented Education Facilitator. She was previously the Head of Advanced Learning at an all-girls high
school where she created and imbedded a holistic GATE
program, working to meet gifted and talented students learning and social and emotional needs. Charlotte graduated with
a Masters of Education, specializing in Gifted Education,
from Monash University in 2013.
Dr. Leonie Kronborg is senior lecturer and coordinator of
postgraduate and undergraduate studies in gifted education
in the Faculty of Education, Monash University, Victoria,
Australia. Her research interests and supervision of higher
degree research students have focused on education of gifted
students, teacher education, talent development, gender, and
twice-exceptionality.