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|Keywords: ||資優教育;女性資優;gifted education;gifted female|
|Issue Date: ||2012-02-10T03:32:34Z
This study attempted to explore how high school gifted education influenced students in the past and what suggestions those students had for future gifted females. Face-to-face interviews were used in this study. Participants included gifted females who received gifted education during high school or passed the admission via recommendation and screening during 1986 to 1998 in Taiwan; their majors separately were talented in science, language art, music, visual arts, and dance. Now the ages of these interviewees are 22 to 35. Nearly 85% of the interviewees are at work; whereas 26% of the interviewees were married and 14% had children. Five dimensions were raised to examine the influences of gifted education at senior high school; they were: self-recognition, thinking and appreciation, career choices, model of learning, and potential stimulation. Most of the interviewees showed positive attitudes for the gifted education in senior high schools; but there were some interviewees described that their experiences in gifted classes brought them much pressure, frustration, and loss of self-confidence. This study concluded with four fundamental suggestions proposed by the interviewees for younger gifted female students, such as: understanding oneself to the full, learning with an open mind and enthusiasm, realizing one's potentials and limitations under the label of <||>the gifted,<||> and making career planning in advance regardless of gender.
|Relation: ||特殊教育學報, 29:87-110|
|Appears in Collections:||[特殊教育系所] 期刊論文|
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