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|Keywords: ||年輕優秀女性;人格特質;生涯發展;性別刻板;gifted young females;personality traits;career development;gender stereotypes|
|Issue Date: ||2012-02-10T03:20:40Z
This study aimed to analyze the influence of personality traits on career development of five young gifted females aged 22-35. The subjects, who were graduated from senior high gifted/talented classes in 1986-1998, were separately identified as the gifted/talented in Science, Language Art, Music, Dance, and Visual Arts. These five gifted females are in the working field currently, showing work commitment and achieving distinction in professional areas. Their high achievements attracted the researchers to study their personality. Through interviews with each subject, we found they were active, persevering, eager to take on challenges, self-initiated, creative, independent, capable of recovering from failure, able to adapt to frustration and pressure, having good interpersonal relationship, viewing working as self-fulfillment, having healthy perfectionism, enduring loneness, and being self-satisfied. Whether they are business managers, professors, teachers or students, they commit themselves thoroughly and with enthusiasm. But under the conflicts of gender stereotype, some mated subjects were very much concerned and anxious about keeping balance of being "queen bees," playing as traditional decent women with higher family responsibility and individually successful working women in male-dominated society at the same time. They might have experienced difficulties in making career choice. When these young gifted females' personalities played a supporting role in their career development, in this study, these positive traits could be an role model for other gifted to learn. But when queen bee life turned out to be an obstacle to advancement and anxiety and stress to the five subjects, there was a hope for other gifted females to break through restrictiveness of gender expectation and fulfill their dream. Educators, therefore, played a vital role of helping young gifted females recognize themselves and values, strength their ability of making choice, and provide models to reduce anxiety and hesitation to careers and for imitation so that all gifted females could develop potentials smoothly and successfully.
|Relation: ||特殊教育研究學刊, 34(1):47-73|
|Appears in Collections:||[特殊教育系所] 期刊論文|
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