Career decision-making is one of the most complex tasks for individuals, particularly in rapidly changing labor markets shaped by the Fourth Industrial Revolution (Hirschi, 2018). While career choices have always been influenced by personal, social, and contextual factors (Lent et al., 1994) contemporary shifts—such as unstable employment, project-based work, and the growing demand for interdisciplinary competencies—have intensified the challenges faced by students in navigating their career paths (Hirschi, 2018). Career decisions differ from everyday choices due to their long-term impact, limited reversibility, and the emotional, social, and economic implications they carry (Gati & Kulscar, 2021) The process becomes even more challenging for gifted students (Kerr, 1990).

Gifted individuals, throughout history, have been recognized for their extraordinary contributions to science, politics, arts, and cultures (Jung, 2019). However, their developmental needs are often neglected in educational policies and career counseling practices, which tend to prioritize academic performance over socio-emotional and vocational guidance (Smith & Wood, 2020). Within this population, multipotential individuals represent a distinct subgroup. Their high abilities across multiple domains expand the range of career alternatives but simultaneously creates unique challenges in narrowing down choices. As research shows, multipotential youth often struggle with anxiety, existential concerns, and identity development issues, as any single decision implies the exclusion of other viable paths. For them, career choices are not only about selecting an occupation but also about reconciling their sense of self with multiple, and sometimes conflicting, possibilities (Silverman, 1993)

The situation deepens when multipotentiality intersects with socioeconomic disadvantage. Students from disadvantaged backgrounds often face limited access to social and cultural capital, fewer role models, and restricted opportunities such as internships, mentorship, and extracurricular enrichment (Olszewski-Kubilius, & Thomson,  2015). Families may provide emotional support but often lack the knowledge, resources, and networks required to guide career development effectively. Consequently, disadvantaged multipotential students encounter intensified barriers, including diminished self-efficacy, reduced outcome expectations, and limited exposure to professional pathways. Such challenges increase the risk of underemployment, early school leaving, and career mismatches, representing both individual and societal losses in terms of human capital (Hébert, 2018)

Scholarship has generally examined either multipotentiality or socioeconomic disadvantage seperately, overlooking their intersection. Social Cognitive Career Theory (SCCT) highlights the importance of self-efficacy, outcome expectations, and contextual supports in shaping career development (Lent et al., 1994). Yet, empirical studies remain scarce in addressing how these mechanisms operate specifically among disadvantaged multipotential students, who face the paradox of possessing high abilities yet lacking access to adequate resources.

This study addresses this gap by exploring the career decision-making processes of multipotential students from socioeconomically disadvantaged backgrounds in Türkiye. While gifted education is formally recognized within the national education system, the specific construct of multipotentiality remains absent from official definitions and interventions. This research therefore offers theoretical and practical contributions: it reveales how internal factors (such as abilities, interests, and psychological struggles) and external factors (such as family socioeconomic status and cultural context) intersect in shaping students’ career trajectories. By examining a “subgroup within a subgroup,” this study extends SCCT to a novel context but also provides actionable insights for more inclusive and socially just career counseling practices.

Supporting the career development of disadvantaged multipotential students is essential not only for their personal well-being and self-realization but also for fostering social equity and sustainable development (Olszewski-Kubilius, & Thomson, 2015). 

By identifying the barriers, contradictions, and coping strategies in their career decision-making processes, this research contributes to the design of tailored interventions that can empower these students to navigate complexity and actualize their diverse potentials.

This study adopted a qualitative multiple case study design to explore the career decision-making processes of socioeconomically disadvantaged multipotential students. A case study design was chosen because it allows for an in-depth and contextualized understanding of individual experiences while also facilitating cross-case comparison (Yin, 2018; Stake, 2006). The study included seven students (two girls and five boys) aged between 9 and 15 years. All participants were attending Science and Art Centers (SACs) in five cities in Türkiye. Participants were identified as socioeconomically disadvantaged through school records and family background information. Selection was based on purposive sampling, ensuring diversity in age, gender, and context to capture a broad range of experiences (Stake, 2006). Data were collected over the course of one year, allowing for prolonged engagement with participants and more reliable insights into their career-related thinking (Lincoln & Guba, 1985). Three sources of data were employed to ensure triangulation. Semi-structured interviews were conducted with each participant, with four conducted face-to-face and three online. The interview guide focused on students’ career aspirations, perceptions of multipotentiality, and perceived barriers and supports. Interviews were audio-recorded and transcribed verbatim (Saldaña, 2013). Career genograms were applied as a visual tool to help students reflect on family career histories, perceived role models, and intergenerational influences. This method facilitated deeper conversations and revealed contextual factors not always expressed verbally (Gibson, 2005). Field notes was maintained throughout the study, capturing reflections, contextual observations, and analytic memos that enriched the interpretation of data (Saldaña, 2013) Data analysis followed a two-stage process. First, within-case analysis was conducted to build a holistic picture of each student’s career decision-making process by considering their individual characteristics, family background, and school experiences. Second, cross-case analysis was carried out to identify common patterns, recurring challenges, and shared strategies among the participants (Stake, 2006; Yin, 2018). Thematic analysis was applied both inductively and deductively (Braun & Clark, 2021). To enhance credibility, an independent expert with a doctorate in gifted education and qualitative research experience coded two interviews. Inter-coder reliability was 84% (45/53 × 100), and disrepancies were resolved through discussion. Credibility was further ensured through prolonged data collection over one year and the use of multiple data sources. Thick descriptions of cases supported transferability, while an audit trail and reflexive notes provided dependability and confirmability (Lincoln & Guba, 1985).

This study revealed that the career decision-making processes of socioeconomically disadvantaged students with multipotentiality are shaped not only by abilities and interests but also by the interplay of values, psychosocial resources, and contextual conditions. While students largely perceived their multipotentiality as an advantage that broadened their academic and career opportunities, findings also showed that it may coexist with social-emotional challenges such as loneliness or heightened sensitivities. Thus, multipotentiality should be addressed holistically, encompassing both strengths and vulnerabilities. Gender norms strongly influenced students’ career orientations: girls tended toward teaching, architecture, or medicine, while boys were directed toward STEM fields, with limited engagement in artistic domains. Career choices also shifted over time, reflecting developmental stage, family influence, and socioeconomic realities rather than multipotentiality alone. Importantly, students’ aspirations were found to be value-driven even at an early age, with orientations toward innovation, helping others, cognitive curiosity, or teaching. Despite structural barriers, participants displayed resilience, hope, and commitment to effort, highlighting the role of psychosocial resources in sustaining motivation. Families emerged as a powerful influence, both supportive and, at times, restrictive. SACs provided belonging and enrichment opportunities, though career guidance services remained insufficient. These findings underscore the need for earlier, more comprehensive, and value-based career counseling, particularly for disadvantaged gifted students. Schools and SACs should strengthen career education, expand counselor training, and involve families in guidance practices. At the theoretical level, the study demonstrated the applicability of Social Cognitive Career Theory (SCCT) to understanding gifted students’ decision-making, while emphasizing the importance of integrating multicultural and contextual perspectives. Practically, the results call for enriched and sustained career guidance programs, value-oriented counseling, and broader intervention models that address both opportunities and systemic inequities. This study highlights resilience alongside vulnerability, the decisive impact of contextual factors, and the need for inclusive, equity-oriented educational practices.

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