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Exploring the Lives of Gifted Women

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University of Denver Digital Commons @ DU Teaching and Learning Sciences: Doctoral Research Projects Teaching and Learning Sciences 2017 Exploring the Lives of Gifted Women Christine Ann Winterbrook University of Denver, [email protected] Follow this and additional works at: https://digitalcommons.du.edu/tls_doctoral Part of the Curriculum and Instruction Commons, and the Gifted Education Commons Recommended Citation Winterbrook, Christine Ann, "Exploring the Lives of Gifted Women" (2017). Teaching and Learning Sciences: Doctoral Research Projects. 4. https://digitalcommons.du.edu/tls_doctoral/4 This Dissertation is brought to you for free and open access by the Teaching and Learning Sciences at Digital Commons @ DU. It has been accepted for inclusion in Teaching and Learning Sciences: Doctoral Research Projects by an authorized administrator of Digital Commons @ DU. For more information, please contact [email protected],[email protected]. EXPLORING THE LIVES OF GIFTED WOMEN __________ A Doctoral Research Project Presented to The University of Denver Morgridge College of Education __________ In Partial Fulfillment of the Requirements for the Degree of Doctor of Education __________ By: Christine A. Winterbrook April 2017 Advisor: Dr. Norma Hafenstein ©Copyright by Christine A. Winterbrook 2017 All Rights Reserved Author: Christine A. Winterbrook Title: EXPLORING THE LIVES OF GIFTED WOMEN Advisor: Dr. Norma Hafenstein Degree Date: June 2017 Abstract Exploring the Lives of Gifted Women is a narrative collection that shares the lived experience of five diverse gifted women. These women were identified as gifted and talented through a formal psychological evaluation. They were served in gifted programming in elementary and secondary school. This qualitative narrative study revealed the lived personal experience of being a gifted female throughout the lifespan for these five diverse gifted women. The internal gifted characteristics and external influences that affect gifted women’s relationships, social and emotional health, achievement, and overall wellbeing were analyzed. The results of this study also examined the internal and external influences that affect self-efficacy in gifted women. The collection of narratives allowed prominent themes to emerge, such as perfectionism, Imposter Syndrome, and societal pressures that lead to conformity. Keywords: Gifted females, internal barriers, external barriers, self-efficacy, lifespan ii Dedication I dedicate this study to my beautiful daughter, Abby Noel Winterbrook. She is my heart and soul; she constantly inspires me to strive be the best mother, role model, and woman that I can model for her. She has been my greatest supporter and advocate throughout this process. I could not have completed this study without her encouragement and love. She has been source of strength and encouragement during this process while completing this research study. Abby Noel was identified as “gifted” in fifth grade, but it was not until she was eighteen that I learned of the characteristics of giftedness. The knowledge and understanding of giftedness, gifted characteristics, and overexcitabilities has brought a wealth of knowledge and information on understanding the intensities associated with giftedness as well as the unique characteristics of being a gifted individual. Understanding coping skills to deal with traits of perfectionism and developing a sense of self-awareness of gifted characteristics such as high social justice causes and concerns have been inspirational. I chose to complete a study on gifted women as a tribute to my own gifted young woman. I love you, Abby Noel Winterbrook! iii Acknowledgements I would like to acknowledge my community partner, Dr. Joy Navan, who lovingly supported and encouraged my work. She is a tremendous role model, and I aspire to be even a glimpse of the beautiful gifted woman that she is. She is an inspiration to all gifted women. Her wisdom concerning gifted women was been a tremendous reliable and dependable resource during this research project. I would like to acknowledge my cohort members who have been supportive throughout the doctorate degree. I cherish the memories of our cohort. You are all such powerful advocates for gifted education. I am so proud to know each one of you. I would like to thank my professors and advisors, Dr. Paul Michaelec, Dr. Cassie Trousas, and Dr. Kristina Hesbol, who have been a tremendous wealth of support and encouragement during my academic career at the University of Denver, Morgridge College of Education. I would also like to give a special thank you to Dr. Amy Theresa Turino. She was my professor for the gifted education seminar in my master’s degree and has been a tremendous support system during my doctoral research project. I would like to thank Dr. Norma Lu Hafenstein. Dr. Hafenstein’s lecture on gifted education transformed my life and I literally found my calling, meaning, and purpose. She was inspirational in my ability to complete my doctoral research project and because of her support and belief in my abilities; I was able to overcome many obstacles to see one of my lifelong dreams fulfilled through higher education. She has been a tremendous champion in my life and has helped me to transform on many levels personally and professionally. Dr. Hafenstein is an advocate for gifted education and gifted children worldwide. I am honored to call her my mentor and advisor. iv Table of Contents Chapter One: Introducing the Investigation ............................................................ 1 Personal Interest as the Researcher ............................................................. 2 Background of the Problem ........................................................................ 4 Statement of the Problem ............................................................................ 6 Purpose of the Study ................................................................................... 8 Research Questions ..................................................................................... 9 Significance of the Study .......................................................................... 10 Assumptions, Limitations, and Deliminations .......................................... 12 Chapter Summary ..................................................................................... 14 Chapter Two: Literature Review .......................................................................... 16 Search Descriptions .................................................................................. 16 Conceptual and Theoretical Framework ................................................... 17 Narrative Knowing........................................................................ 18 Review of Research .................................................................................. 19 Lifespan Development Stages................................................................... 21 Early Childhood ............................................................................ 21 Middle Childhood ......................................................................... 24 Pre-Adolescense ............................................................................ 25 Adolescense .................................................................................. 26 Young Adult.................................................................................. 28 Adulthood ..................................................................................... 30 Sixty-five and Beyond .................................................................. 32 Themes from the Literature ...................................................................... 33 Relationships ................................................................................. 33 Parental ............................................................................. 34 Teacher .............................................................................. 35 Peer ................................................................................... 37 Self .................................................................................... 38 Societal Pressure ........................................................................... 38 Conformity ........................................................................ 39 Stereotypes ........................................................................ 40 Sexism ................................................................... 40 Racism................................................................... 41 Multiculturalism .................................................... 42 Multicultural Considerations ................................ 44 Underachievement ............................................................ 46 Social and Emotional .................................................................... 47 Dabrowski’s Theory.......................................................... 48 Emotional Overexcitabilities ................................ 50 Sensory Overexcitabilities .................................... 51 Intellectual Overexcitabilities ............................... 51 Psychomotor Overexcitabilities ............................ 52 Imaginational Overexcitabilities ........................... 52 v Conflicts & Barriers ...................................................................... 53 Internal Barriers ...............................................................
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