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- Permanent Link:
- http://sobekcmsrv.barrynet.barry.edu/AA00001813/00001
Thesis/Dissertation Information
- Degree Disciplines:
- Education
Notes
- Abstract:
- Purpose : This study examined the academic self-perception and performance of gifted female students in high school using a mixed methods explanatory sequential design. Challenged to succeed academically, gifted female students must also fulfill social expectations of society. The adolescent female values the need to belong, which adversely affects self-perception and intelligence quotient scores. The study investigated how self-perception impacts the academic performance of gifted female students in high school. Method : Through purposeful sampling, forty female students from the 2010-2011 Gifted Program in a Miami, Florida public senior high school were profiled using the Harter Self-Perception Profile for Adolescents (SPPA). From the participant pool, a smaller representative sample was selected of students from multiple grades and varied groups (ethnicities) for a follow-up interview on the nine domains of self-perception. The SPPA profile data was first analyzed using the means and standard deviations on the SPPA to identify and examine significant domains. Major Findings : Results of the profile indicated significant, high competence domains in the gifted female student were “scholastic competence” and “global self-worth.” A two-way factorial ANOVA was then conducted to analyze the patterns and trends of the domain scores and the possible factors of grade level, group (ethnicity), or age to determine if any of these affect the domain scores. The two-way factorial ANOVA revealed that the grade level, age, or group (ethnicity) of the gifted female student was not significant for scholastic competence. The two-way factorial ANOVA indicated the grade of a gifted female student is significant for global self-worth competence, although age and group (ethnicity) are not significant for global self-worth. The second phase of the research took the findings from the initial SPPA profile analysis to inform the qualitative component of the study. Nine gifted female high school students consented to participate in the follow up interview phase of the study. Transcripts of the semi-structured interviews were examined to further explain areas of dominance. The interviews revealed the contributors, contributions, and impact of significant domains on the Academic Performance of the participants. In the final phase, the researcher mixed the findings generated by the two methods of data collection, the results of the SPPA and the findings of the interviews. The interview responses confirmed and further explained the results attained from phase one of the study with “scholastic competence” emerging as a high competence area and “physical appearance” as a low competence area. The mixed methods design ensured inference quality with the accuracy of the research between the two data sources. The findings give voice to the gifted female by informing curricular decisions, practices, and policy in gifted programs. Furthermore, the study adds to the body of knowledge about gifted females and may assist in the furtherance of the social and academic development of the gifted high school female.
- Thesis:
- Thesis (Ph.D.)--Barry University, 2012.
- Bibliography:
- Includes bibliographical references (leaves 126-143).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Yvette Avery Gittens. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- LC3993.2.G57 2012_GittensYvette ( BU-Local )
- Classification:
- LC3993.2.G57 2012 ( lcc )
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