The Experience of Gifted Girls Transitioning from Elementary School to Sixth and Seventh Grade: A Grounded Theory

This research explored the experiences of gifted girls transitioning from elementary school to sixth and seventh grade. The current literature indicates that gifted girls often struggle emotionally during this transition. Seven research participants were selected and interviewed over a four-month pe...

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Published inQualitative report
Main Authors Pepperell, Jennifer, Rubel, Deborah
Format Journal Article
LanguageEnglish
Published 12.12.2014
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Abstract This research explored the experiences of gifted girls transitioning from elementary school to sixth and seventh grade. The current literature indicates that gifted girls often struggle emotionally during this transition. Seven research participants were selected and interviewed over a four-month period. Grounded theory methodology was used to analyze data, generate subsequent interview questions, and build theory. This study indicated that these gifted girls transition was facilitated by their strong identities, which enabled them to balance their social and academic lives. Their strong identities allowed them to choose strategies that helped them build connections with both gifted and nongifted peers. These relationships contributed significantly to their sense of self, and in turn supported their transition experiences.
AbstractList This research explored the experiences of gifted girls transitioning from elementary school to sixth and seventh grade. The current literature indicates that gifted girls often struggle emotionally during this transition. Seven research participants were selected and interviewed over a four-month period. Grounded theory methodology was used to analyze data, generate subsequent interview questions, and build theory. This study indicated that these gifted girls transition was facilitated by their strong identities, which enabled them to balance their social and academic lives. Their strong identities allowed them to choose strategies that helped them build connections with both gifted and nongifted peers. These relationships contributed significantly to their sense of self, and in turn supported their transition experiences.
Author Pepperell, Jennifer
Rubel, Deborah
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  organization: Minnesota State University
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  organization: Oregon State University
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