Date of Award

2018

Document Type

Dissertation

Degree Name

Ed.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences

First Advisor

Norma L. Hafenstein, Ph.D.

Second Advisor

Paul Michalec, Ph.D.

Third Advisor

P. Bruce Uhrmacher, Ph.D.

Keywords

Creativity, Underachievement, Secondary School, Gifted, Phenomenology, Hermeneutic, Motivation, Power, Self

Abstract

Underachievement is a pervasive problem for gifted students, and creatively gifted students may be at greater risk for underachievement due to personality traits, lack of challenge in strength areas, a mismatch between school environment and student needs, low status associated with creative achievements and behaviors in the school system, and other factors. This study focused on six creatively gifted, underachieving high school students from an urban-cluster area in the western United States. A hermeneutic phenomenological approach was used to gather data in the form of interviews with underachieving, creatively gifted students, their parents, and teachers; observation of classrooms; and creative artifacts to uncover the essence of the experience of underachievement for these stakeholders. These data groups were then compared to each other and existing literature to help generate recommendations for changes in school programming and practice for helping this student population.

Copyright Statement / License for Reuse

Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

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