Reflecting on the role of mentorship in gifted education: Mixed approach study

Abstract

This study fills several knowledge gaps within the literature of gifted education, specifically with respect to the role of mentorship in guiding and developing gifted young minds as they begin to move into advanced academic and professional environments. It surveys the experiences of college students, all of whom had participated in a university-based gifted mentorship program in high school, by asking them to relate their impressions of the program and its effects on their cognitive and research skills. It takes a mixed-method approach by analyzing an online questionnaire answered by 71 students, as well as responses to two open-ended questions answered by 35 students; finally, it conducts individual interviews with 10 students. Results indicate positive student perceptions toward the program overall, and positive correlations between those perceptions and other specific factors studied, with perceptions of cognitive development and university mentors being the most strongly correlated. Students also raised some unanticipated factors that may have contributed to shaping their impressions, including the characteristics of their mentors, as well as aspects related to program implementation and learning elements. Recommendations for future research are then provided.

Keywords

• gifted students
• cognitive development
• student perceptions
• University-based mentorship program for gifted

References

1. Adams, C. M. (2018). Pull-out programs as a service delivery option. In C. M. Callahan & H. L. Hertberg-Davis (Eds.), Fundamentals of gifted education: Considering multiple perspectives (2nd ed., pp. 187-199). New York, NY: Routledge
2. Ambrose, D., Allen, J. & Huntley, S. (2011). Mentorship of the highly creative. Roeper Review, 17(2), 131-164. https://www.tandfonline.com/doi/abs/10.1080/02783199409553641
3. Angelo, T. A., & Cross. K. P. (2012). Classroom assessment techniques: A handbook for college teachers. San Francisco, CA: Jossey-Bass
4. Brigandi, C. B., Siegle, D., Weiner, J. M., Gubbins, E. J., Little, C. A. (2018). The perceived relationship between participation in enrichment and the environmental perceptions of gifted secondary school students. Gifted Child Quarterly, 62, 289-305. doi:10.1177/0016986218758441
5. Brigandi, C. B., Weiner, J. M., Siegle, D., Gubbins, E. J., & Little, C. A. (2018). Environmental Perceptions of Gifted Secondary School Students Engaged in an Evidence-Based Enrichment Practice. Gifted Child Quarterly, 62(3), 289–305. https://doi.org/10.1177/0016986218758441
6. Callahan, C. M., Kyburg, R. M. (2005). Talented and gifted youth. In Dubois, D. L., Karcher, M. J. (Eds.), Handbook of youth mentoring (pp. 424–439). Thousand Oaks, CA: Sage.
7. Chen CY, Lee SL and Yang ASJ (2016) The implementation process of mentorship programs for gifted children of new immigrants. Bulletin of Special Education 41(3): 99–128.
8. Clasen, D. R., & Clasen, R. E. (1997). Mentoring: A time-honored option for education of the gifted and talented. In N. Colangelo, & G. A. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 218–229). Needham Heights, MA: Allyn and Bacon.

9. Coleman, L. J., Micko, K. J., & Cross, T. L. (2015). Twenty-five years of research on the lived experience of being gifted in school: Capturing the students’ voices. Journal for the Education of the Gifted, 38(4), 358–376. https://doi.org/10.1177/0162353 215607322
10. Csikszentmihalyi, M. and Rathunde, K. (1998). ‘The Development of the Person: An Experiential Perspective on the Ontogenesis of Psychological Complexity’. IN: Learner, R.M. et al. eds. Handbook of Child Psychology Vol 1; Theoretical Models of Human Development. 5th ed. New York: Wiley.
11. Davalos, R.A., & Haensly, P.A. (2010). After the dust has settled: Youth reflect on their high school mentored research experience. Roeper Review, 19(4), 204-207. Retrieved from http://www.hoagiesgifted.org/
12. Garn, A. C., & Jolly, J. L. (2014). High ability students’ voice on learning motivation. Journal of Advanced Academics, 25(1), 7–24. https://doi.org/10.1177/1932202X13513262
13. Hébert, T. P., & Olenchak, F. R. (2000). Mentors for Gifted Underachieving Males: Developing Potential and Realizing Promise. Gifted Child Quarterly, 44(3), 196–207. https://doi.org/10.1177/001698620004400307
14. Kitsantas, A., Bland, L., & Chirinos, D. S. (2017). Gifted students’ perceptions of gifted programs: An inquiry into their academic and social-emotional functioning. Journal Chandra Handa 35 for the Education of the Gifted, 40(3), 266–268 https://journals.sagepub.com/doi/abs/10.1177/0162353217717033
15. Little, C. A., Kearney, K. L., & Britner, P. A. (2010). Students’ self-concept and perceptions of mentoring relationships in a summer mentorship program for talented adolescent. Roeper Review, 32, 189-199.
16. Lubinski D, Benbow CP and Kell HJ (2014) Life paths and accomplishments of mathematically precocious males and females four decades later. Psychological Science, 25(12): 2217–2232.
17. Mammadov, S., & Topçu, A. (2014). The Role of E-Mentoring in Mathematically Gifted Students’ Academic Life: A Case Study. Journal for the Education of the Gifted, 37(3), 220–244. https://doi-org.sdl.idm.oclc.org/10.1177/0162353214540824
18. McGee, E. O. (2016). Devalued Black and Latino racial identities: A by-product of STEM college culture? American Educational Research Journal, 53, 1626–1662. https://journals.sagepub.com/doi/10.3102/0002831216676572
19. McMahon, M. (1997). Social Constructivism and the World Wide Web - A Paradigm for Learning’ [Online]. Available from: http://www.ascilite.org.au/conferences/perth97/papers/Mcmahon/Mcmahon.html [Accessed 5th September 2009].
20. Odena, O., & Welch G. F. (2012). The influence of teachers’ backgrounds on their perceptions of musical creativity. A qualitative study with secondary school teachers. Research Studies in Music Education, 30, 71-81. https://journals.sagepub.com/doi/abs/10.1177/1321103X070280010206?journ alCode=rsma
21. Piirto, J. (2012). Talent children and adults. Waco, TX: Prufrock Press.
22. Pleiss, M. K., & Feldhusen, J. F. (1995). Mentors, role models, and heroes in the lives of gifted children. Educational Psychologist, 30(3), 159 169. https://doi.org/10.1207/s15326985ep3003_6
23. Potts, A. J. (2019). Profoundly gifted students’ perceptions of virtual classrooms. Gifted Child Quarterly, 63(1),58–80. https://doi.org/10.1177/0016986218801075
24. Reis, S. M., & Renzulli, J. S. (2012). Curriculum compacting: A systematic procedure for modifying the curriculum for above average ability students. Retrieved from http://www.sp.uconn.edu/~nrcgt/sem/ semart08.htm
25. Renzulli, J. S. (1978). The Enrichment Triad Model: A guide for developing defensible programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press.
26. Rhodes, J. E. (2002). Stand by me: The risks and rewards of mentoring today’s youth. Boston, Harvard University Press
27. Rhodes J.E. and Du Bois D.L., (2008). ‘Mentoring Relationships and Programs for Youth’. Current Directions in Psychological Science, 17(4), 254- 258.
28. Rogers, J., Monteiro, F. M., & Nora, A. (2008). Toward measuring the domains of mentoring. Family Medicine, 40(4), 259–263. https://pdfs.semanticscholar.org/0a7d/7c658f987be1bc781d03df1dc0402159e202.pdf
29. Runions, T., Smyth, E., & ERIC Clearinghouse on Handicapped and Gifted Children, R. V. (1985). Mentorships for the Gifted and Talented. 1985 Digest.
30. Stewart, C., & Openshaw, L. (2014). Youth mentoring: what is it and what do we know? Journal of Evidence-based Social Work, 11(4), 328-336. https://www.tandfonline.com/doi/abs/10.1080/10911359.2014.897102?journalCode= webs20
31. Thompson, L., Jeffries, M., & Topping, K. (2010). E-mentoring for e-learning development. Innovations in Education and Teaching International, 47(3), 305- 315.doi:10.1080/14703297.2010.498182
32. Treffinger, D. J. (1975). Teaching for Self-Directed Learning: a Priority for the Gifted and Talented. Gifted Child Quarterly, 19(1), 46–59. https://doi.org/10.1177/001698627501900109
33. Van Tassel-Baska, J. (2010). Leading change in gifted education: The festschrift of Dr. Joyce Van Tassel-Baska. Waco, TX: Prufrock Press
34. Vygotsky, LS. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard: Harvard University Press.
35. Winebrenner, S. (2012). Teaching gifted kids in the regular classroom: Strategies and techniques every teacher can use to meet the academic needs of the gifted and talented. Minneapolis, MN: Free Spirit.
36. Wu, I.-C., Pease, R., & Maker, C. J. (2019). Students’ Perceptions of a Special Program for Developing Exceptional Talent in STEM. Journal of Advanced Academics, 30(4), 474–499. https://doi-org.sdl.idm.oclc.org/10.1177/1932202X19864690