What contributes to gifted adolescent females' talent development at a high-achieving, secondary girls' school?

Charlotte Tweedale, Leonie Gaye Kronborg

Research output: Contribution to journalArticleResearchpeer-review

Abstract

The purpose of this research was to examine what contributes to gifted adolescent females’ talent development at a high-achieving girls’ school. Using Kronborg’s (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, 17–20 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.
Original languageEnglish
Pages (from-to)6 - 18
Number of pages13
JournalGifted and Talented International
Volume30
Issue number1-2
DOIs
Publication statusPublished - 2015

Cite this

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title = "What contributes to gifted adolescent females' talent development at a high-achieving, secondary girls' school?",
abstract = "The purpose of this research was to examine what contributes to gifted adolescent females’ talent development at a high-achieving girls’ school. Using Kronborg’s (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 oftheir secondary girls’ school. In this qualitative study, semistructured interviews were conducted with six gifted females, 17–20 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 Modelof Eminent Women.",
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What contributes to gifted adolescent females' talent development at a high-achieving, secondary girls' school? / Tweedale, Charlotte; Kronborg, Leonie Gaye.

In: Gifted and Talented International, Vol. 30, No. 1-2, 2015, p. 6 - 18.

Research output: Contribution to journalArticleResearchpeer-review

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