Academically gifted adolescents transferring to an independent gifted school: Effects on academic identity

<p>Four gifted adolescents (2 males and 2 females) explore experiences transferring from multilevel schools to an independent gifted school from low- and high-income school districts in this phenomenological study. Semi-structured interviews inform this study demonstrating how changes in school context shape academic identity. Adolescent students discuss prior school perceptions of academic ability, how transferring schools affected academic ability, and challenges they overcame transitioning to an independent gifted school. Although participants all believed that prior schools did not meet academic and social needs, their academic self-concepts were strong. Three participants felt academic ability was stronger since transferring to an independent gifted school. One felt less capable to achieve as highly as she could in her prior school, but felt her academic ability had not changed. Implications of transfer student experiences to a gifted school will be discussed, as well as exploration of affects on academic identity.</p>

Name thesis:degree_name

Master of Arts (MA)

Level thesis:degree_level

Open Access Thesis

Discipline thesis:degree_discipline

Teacher Education

Year dc:date.available

2012

Author dc:creator

• Lancaster, Vanessa A.

Contributors dc:contributor

• Alane Starko, Ph.D., Chair
• Joe Bishop, Ph.D.
• Patricia Pokay, Ph.D.

• adolescent
• gifted school
• self-perception
• transition
• Gifted Education

Repository record dc:identifier

https://commons.emich.edu/theses/439

OAI identifier oai:identifier

oai:commons.emich.edu:theses-1808