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“I USED TO BE GIFTED:” CASE STUDIES OF LOST POTENTIAL AMONG ADOLESCENT FEMALES A Dissertation by VIRGINIA MAURER MCDONNELL Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2005 Major Subject: Educational Psychology “I USED TO BE GIFTED:” CASE STUDIES OF LOST POTENTIAL AMONG ADOLESCENT FEMALES A Dissertation by VIRGINIA MAURER MCDONNELL Submitted to Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved as to style and content by: William R. Nash Michael J. Ash (Chair of Committee) (Member) Joyce E. Juntune G. Patrick Slattery, Jr. (Member) (Member) Michael R. Benz (Head of Department) May 2005 Major Subject: Educational Psychology iii ABSTRACT “I Used To Be Gifted:” Case Studies of Lost Potential Among Adolescent Females. (May 2005) Virginia Maurer McDonnell B.S., Iowa State University; M.S., Iowa State University Chair of Advisory Committee: Dr. William Nash This case study focuses on the influence of certain sociocultural factors on the ability of adolescent girls to fulfill their potentials. Specifically, the purpose of this research is to advance an alternative perspective on the relationship between the sociocultural influences of friendship, mother/daughter relationship, school experience, and body image and a loss of potential among adolescent girls from a historical, poststructural, postmodern-feminist perspective. The dissertation is presented in the form of narrative from both the author’s and girls’ and women’s perspectives in order to seek a rich and thick description. Throughout the study, the author integrates moments from her own journey during adolescence with the young girls and their mothers or grandmothers encountering the oftentimes overwhelming negative sociocultural challenges existing today. The data consist of interviews with four girls and four women; interviews with two school personnel; and observations covering 7 weeks of guided discussion groups. iv Personal stories are closely examined with current and in-depth research to produce valuable insight and recommendations linking sociocultural factors and potentiality among adolescent girls. In general, these data contribute to an existing body of knowledge as well as advance educational theory regarding adolescent girls and potentiality. Moreover, these findings bolster the argument that, although realistic approaches to create necessary change require a certain resignation to the forces that exist within our culture, educational psychologists will increase the discipline’s impact on students by conducting comprehensive research that creates and supports genuine efforts to teach girls effective strategies on ways to not relinquish control to relentless, disingenuous sociocultural pressures. The case study indicates that, although many positive gains have been made to support young girls, there remain many obstacles as well. v DEDICATION To my grandmothers, Lila Summers Maurer and Virginia Amsden Whitmire In Memoriam, and to my mother, Sarah Goen Maurer, and to all the women who have made me the person I am today, and, to Dr. William Nash, my committee chair, whose guidance and support allowed me to discover my potential, and, finally to all adolescent girls, everywhere, in the hopes that they may reach their fullest potentials and make this a more peaceful and loving planet. vi ACKNOWLEDGMENTS My gratitude goes to many people. First, I wish to thank the brave girls and women who told their stories during our interviews and discussion groups. To Piper, Bryn, Hope, and Magic, may your willingness to share your private thoughts, dreams, and experiences help other girls reach their potentials. To the mothers and grandmothers raising these girls, your commitment to your daughters or granddaughters is admirable and second to none. To my doctoral committee, I offer my sincere thank you: to Dr. Michael Ash, whose good humor and common sense kept the process real; to Dr. Patrick Slattery, whose commitment to follow his passion helped me follow mine; and to Dr. Joyce Juntune, who taught me as much about me as about gifted students. Finally, I am extremely grateful for a supportive and loving family. To my husband, Steve, who was patient with my obsession; to my sons, Timothy and Christopher, who have brought me my greatest joy; and to members of my extended family, particularly my father who, although he may not always understand me, loves and supports me. vii TABLE OF CONTENTS Page ABSTRACT..................................................................................................................... iii DEDICATION ...................................................................................................................v ACKNOWLEDGMENTS.................................................................................................vi TABLE OF CONTENTS................................................................................................ vii LIST OF FIGURES...........................................................................................................xi CHAPTER I INTRODUCTION ...............................................................................................1 Introduction and Personal Narrative Connection...........................................1 We Are Who We Teach.................................................................................9 Ethic of Care ..................................................................................................9 Choice ..........................................................................................................11 Democratic Learning Environment..............................................................12 Snapshot of a Life ........................................................................................14 Finding Self..................................................................................................18 Renewal Resources ......................................................................................24 Snapshot of Adolescence .............................................................................28 Statement of Problem...................................................................................32 I Used to Be Gifted ......................................................................................35 Why This Study?..........................................................................................39 Research Questions......................................................................................39 Definitions of Terms....................................................................................40 Limitations ...................................................................................................41 Design of the Dissertation............................................................................44 II REVIEW OF THE LITERATURE ...................................................................46 Overview......................................................................................................46 Historical Perspective: Hidden from History...............................................47 Philosophical and Theoretical Perspectives.................................................50 Postmodern Theory ............................................................................51 Poststructural Theory .........................................................................55 Feminist Theory .................................................................................62 Potentiality Theory.............................................................................65 viii Page CHAPTER Humanistic Motivation Theory ..........................................................68 Sociocultural Theory..........................................................................74 Sociocultural Factors ...................................................................................87 School Experience..............................................................................87 Female Friendships ............................................................................96 Body Image ......................................................................................112 History of the Body ..........................................................................122 “Mother” and Daughter Relationships .............................................134 Self-Identity, Education, and Adolescent Development............................149 Women’s Self-Identity .....................................................................149 Women’s Education .........................................................................155 Adolescent Development: Nature of the Journey ............................165 Personal Narrative......................................................................................177 We Are the Stories We Tell .............................................................177 III METHODOLOGY ..........................................................................................191 Why a Qualitative Study? ..........................................................................191 Why a Case Study? ....................................................................................194 What Is My Role as Researcher?...............................................................196 What About

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