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Journals Home > Journal For The Education Of The Gifted > Volume 29 |  Issue 3 > Article Abstract
 

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  • Volume 29
  •  Issue 3
  • Publication Date: Spring 2006



An Emerging Professional Identity: Influences on the Achievement of High-Ability First-Generation College Females

Kristie L. Speirs Neumeister & Julie Rinker

Using a qualitative interview design, this study examined factors contributing to the academic achievement of gifted first-generation college females. Findings indicated an emerging professional identity as the primary influence on achievement. The participants’ high ability served as a passport to accessing coursework, extracurricular experiences, and high-achieving friends who helped shape this emerging professional identity. Personal characteristics developed from their working-class backgrounds, including independence and a strong work ethic, were also found to be influential. Finally, the participants expressed a desire to explore their identities, even when this meant forming values different from those of their families and hometown communities. Implications of these findings are discussed, including suggestions for future research and recommendations for parents, counselors, and educators of gifted first-generation college females.


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