Session Information
14 SES 09, Family Influences on Relationships and Schooling
Paper Session
Contribution
The career development of people with high cognitive skills, also known as the gifted, has been the subject of research since the early 20th century, when the term gifted had the connotation of highly intelligent. The theoretical debate surrounding the issue has not been without controversy, but in actual practice, quantitative panel studies investigating the ‘success’ of gifted individuals have dominated field work (e.g. Terman & Oden, 1959; Albert & Runco, 1986; Campell et al., 2002; Rost, 2000; Heller, 2001; Stamm & Stutz, 2009).
Our current research project takes the results of a quantitative panel study of the academic career development of precocious readers and/or mathematicians (cf. Stamm & Stutz , 2009) as a starting point. We seek to enrich our understanding of the subject by extending the existing corpus of data with select individuals' accounts of their experience during schooling, elicited without leading and analyzed without an agenda.
This study focuses on how experiences in various social contexts shape the school biographies of highly intelligent precocious readers and/or mathematicians (i.e., with an IQ above 130). Although we are considering the structural role of experiences in many such contexts (including, but not limited to, the family, school, extra-curricular activity centers, circles of friends, etc.), this presentation will only cover the interplay between two of them: the family and the school.
The conceptual framework of our study draws from the fields of biographical research (Rosenthal, 1995), milieu research (Schulze, 1990), and socialization theory (Geulen, 2000). Within our framework, and individual crafting a response to an emergent situation draws on experience but is constrained (or perhaps compelled) by both his own circumstance and the context in which the interaction must take place; in other words, in order to assess the significance of a given biographical event, one needs to know about pertinent prior biographical events and about any circumstances impinging upon the subject at the time.
Method
Expected Outcomes
References
Albert, R. S. & Runco, M.A. (1986). The Achievement of eminence: a model based on a longitudinal study of exeptionally gifted boys and their family. In Sternberg, Robert, J. (Ed.), Conception of giftedness (pp. 332-357). Cambridge: University Press. Campell, F. A., Ramey, C. T., Pungello, E. P., Sparling, J. & Miller-Jahnson, S. (2002): Early childhood education: Young adult outcomes from the Abecedarian Project. Applied Developmental Science, Vol. 6, 42-57. Geulen, D. (2000). Zur Konzeptionalisierung des Verhältnisses von externen und internen Bedingungen im Prozess lebenslanger Sozialisation. In E. M. Hoerning (Ed.), Biographische Sozialisation (pp. 187-208). Stuttgart: Lucius und Lucius. Heller, K. A. (2001): Hochbegabung im Kindes- und Jugendalter. Göttingen: Hogrefe. Rosenthal, G. (1995): Erlebte und erzählte Lebensgeschichte. Gestalt und Struktur biographischer Selbstbeschreibungen. Frankfurt am Main und New York: Campus Verlag. Rosenthal, G. (2005): Interpretative Sozialforschung. Eine Einführung. Weinheim und München: Juventa Verlag. Rost, D. H. (2000). Grundlagen, Fragestellung, Methode. In D. H. Rost (Ed.), Hochbegabte und hochleistende Jugendliche (pp. 1-92). Münster, New York, München und Berlin: Waxmann. Schulze, G. (1990). Die Transformation sozialer Milieus in der Bundesrepublik Deutschland. In P. A. Berger & S. Hradil (Eds.), Lebenslagen, Lebensläufe, Lebensstile (pp. 409-432). Göttingen: Schwartz & Co. Schütze, F. (2007a): Biography Analysis on the Empirical Base of Autobiographical Narratives. How to Analyse Autobiographical Narrative Interviews - Part I; available at http://www.biographicalcounselling.com/download/B2.1.pdf . Schütze, F. (2007b): Biography Analysis on the Empirical Base of Autobiographical Narratives. How to Analyse Autobiographical Narrative Interviews - Part II;. available at http://www.biographicalcounselling.com/download/B2.2.pdf . Stamm, M. & Stutz, M. (2009): Die Wirkung von vorschulischen Kompetenzen auf die Berufsausbildung. Eine Längsschnittstudie zu den Schul- und Bildungslaufbahnen von Jugendlichen, die bei Schuleintritt bereits lesen und/oder rechnen konnten. Abschlussbericht zuhanden der KTI-Berufsbildungsforschung. Terman, L. & Oden, M.H. (1959): The gifted group at midlife: Thirty five years' follow-up of the superior child. Genetic Studies of genius. Stanford, CA: Stanford Unversity Press.
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