Date of Award
Dissertation in Practice
Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction
Advocacy, Empathy, Gifted, Gifted adult, Gifted programming
This study examines the perceptions of gifted adults, who are educators, in order to understand the empathy and advocacy that comes with a shared childhood experience. This is a qualitative study that used narratives to voice the experience of the gifted child through the memory of eight gifted adult educators. These memories, and reflections on identification, were told through interviews. Themes emerged related to empathy, advocacy, and cognitive dissonance, as well as imposter syndrome, career readiness, gifted minorities and the positives of gifted programming. Ultimately, it was found that gifted programming is overwhelmingly a positive experience and mirrors the statement that “research consistently demonstrates that gifted students who receive any level of services achieve at higher levels than their gifted peers who receive none” (Callahan & Hertberg-Davis, 2018, p. 226), and at the same time, gifted programming or lack thereof influenced each gifted educator’s teaching practice as well as empathy towards the gifted student.
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Laura N. Boroughf
Received from ProQuest
Boroughf, Laura N., "Empathy and Understanding: The Impact of Gifted Adults in the Field of Gifted Education" (2020). Electronic Theses and Dissertations. 1732.