What contributes to gifted adolescent females’ talent development at a high-achieving, secondary girls’ school?

References

• Arnold, K. (1993). Undergraduate aspirations and career outcomes of academically talented women: A discriminant analysis. Roeper Review, 15, 169–175. doi:https://doi.org/10.1080/02783199309553495
   Google Scholar
• Blaikie, N. (2009). Designing social research. Cambridge, England: Polity.
   Google Scholar
• Bogdan, R., & Biklen, S. K. (1998). Qualitative research for education (3rd ed.). Needham Heights, MA: Allyn & Bacon.
   Google Scholar
• Buser, R. A., Stuck, D. L., & Casey, J. P. (1974). Teacher characteristics and behaviors preferred by high school students. Peabody Journal of Education, 51, 119–123. doi:https://doi.org/10.1080/01619567409537953
   Web of Science ®Google Scholar
• Creswell, J. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Croft, L. J. (2003). Teachers of the gifted: Gifted teachers. In N. Colangelo & G. Davis (Eds.), Handbook of gifted education (3rd ed.; pp.558–571). Boston, MA: Allyn & Bacon.
   Google Scholar
• Dai, D. Y. (2002). Are gifted girls motivationally disadvantaged? Review, reflection and redirection. Journal for the Education of the Gifted, 25, 315–358.
   Google Scholar
• Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Education of the gifted and talented. Boston, MA: Pearson Education.
   Google Scholar
• De Micheli, C., & Herd, M. (Eds.). (2004). Who’s who in Australia 2004 (40th ed.). Melbourne, Australia: Crown Content.
   Google Scholar
• Eccles, J. (1987). Gender roles and women’s achievement-related decisions. Psychology of Women Quarterly, 11, 135–172. doi:https://doi.org/10.1111/pwqu.1987.11.issue-2
   Web of Science ®Google Scholar
• Eccles, J. (2011). Understanding women’s achievement choices: Looking back and looking forward. Psychology of Women Quarterly, 35, 510–516. doi:https://doi.org/10.1177/0361684311414829
   Google Scholar
• Education Review Office. (2011). (Named School) Education review. Retrieved from http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/(Named School)-11-01-2012/
   Google Scholar
• Fisher, T., Stafford, M., Maynard-Reid, N., & Parkerson, A. (2005). Protective factors for talented and resilient girls. In S. Kurpius, B. Kerr, & A. Harkins (Eds.), Handbook for counselling girls and women: Volume 1, talent, risk, and resiliency (pp. 347–378). Mesa, AZ: Nueva Science Press.
   Google Scholar
• Grant, D., Battle, D., & Heggoy, S. (2000). The journey through college of seven gifted females: Influences on their career related decisions. Roeper Review, 22, 251–260. doi:https://doi.org/10.1080/02783190009554047
   Google Scholar
• Hollinger, C. (1991). Facilitating the career development of gifted young women. Roeper Review, 13, 135–139. doi:https://doi.org/10.1080/02783199109553338
   Google Scholar
• Hollinger, C., & Fleming, E. (1984). Internal barriers to the realization of potential: Correlates and interrelationships among gifted and talented female adolescents. Gifted Child Quarterly, 28, 135–139. doi:https://doi.org/10.1177/001698628402800308
   Web of Science ®Google Scholar
• Hollinger, C., & Fleming, E. (1985). Social orientation and the social self- esteem of gifted and talented female adolescents. Journal of Youth and Adolescence, 14, 389–399. doi:https://doi.org/10.1007/BF02138834
   PubMed Web of Science ®Google Scholar
• Hollinger, C., & Fleming, E. (1993). Project Choice: The emerging roles and careers of gifted women. Roeper Review, 15(3), 156–160.
   Google Scholar
• Hyde, J. S. (2014). Gender similarities and differences. Annual Review of Psychology, 65, 373–398. doi:https://doi.org/10.1146/annurev-psych-010213-115057
   PubMed Web of Science ®Google Scholar
• Kerr, B. (1997). Smart girls, gifted women. Melbourne, Australia: Hawker Brownlow Education.
   Google Scholar
• Kerr, B. (2000). Guiding gifted girls and young women. In K. Heller, F. Monks, R. Sternberg, & R. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed., pp. 649–658). Oxford, England: Pergamon.
   Google Scholar
• Kerr, B., & Foley Nicpon, M. (2003). Gender and giftedness. In N. Colangelo & G. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 493–505). Boston, MA: Allyn & Bacon.
   Google Scholar
• Kerr, B., & McKay, R. (2014). Smart girls in the 21st century. Tucson, AZ: Great Potential Press.
   Google Scholar
• Kitano, M., & Perkins, C. (1996). International gifted women: Developing a critical human resource. Roeper Review, 19, 34–40. doi:https://doi.org/10.1080/02783199609553781
   Google Scholar
• Klein, A., & Zehms, D. (1996). Self-concept and gifted girls: A cross sectional study of intellectually gifted females in grades 3, 5, and 8. Roeper Review, 19, 30–34. doi:https://doi.org/10.1080/02783199609553780
   Google Scholar
• Kline, B., & Short, E. (1991). Changes in emotional resilience: Gifted adolescent females. Roeper Review, 13, 118–121. doi:https://doi.org/10.1080/02783199109553333
   Google Scholar
• Kronborg, L. (2008a). Allies in the family contributing to the development of eminence in women. Australasian Journal of Gifted Education, 17(2), 5–14.
   Google Scholar
• Kronborg, L. (2008b). Talent development of eminent Australian women (Unpublished doctoral dissertation). Monash University, Clayton, Victoria, Australia.
   Google Scholar
• Kronborg, L. (2009). Passionate engagement in domains contributes to eminent women’s talent development. Australasian Journal in Gifted Education, 18, 15–24.
   Google Scholar
• Kronborg, L. (2010). What contributes to talent development in eminent women? Gifted and Talented International, 25(2), 11–27.
   Google Scholar
• Kronborg, L., & Plunkett, M. (2012). Responding to professional learning: How effective teachers differentiate teaching and learning strategies to engage highly able adolescents. Australasian Journal of Gifted Education, 22, 52–63.
   Google Scholar
• Lea-Wood, S., & Clunies-Ross, G. (1995). Self-esteem of gifted adolescent girls in Australian schools. Roeper Review, 17, 195–197. doi:https://doi.org/10.1080/02783199509553658
   Google Scholar
• Lichtman, M. (2010). Qualitative research in education: A user’s guide (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Lovecky, D. (1995). Ramifications of giftedness for girls. Journal of Secondary Gifted Education, 6, 157–175.
   Google Scholar
• Luscome, A., & Riley, T. (2001). An examination of self-concept in academically gifted adolescents: Do gender differences occur? Roeper Review, 24, 20–22. doi:https://doi.org/10.1080/02783190109554120
   Google Scholar
• Mackenzie, N., & Knipe, S. (2006). Research dilemmas: Paradigms, methods and methodology. Issues in Educational Research, 16, 193–205.
   Google Scholar
• Macleod, R. (2011). Gender issues. In R. Moltzen (Ed.), Gifted and talented: New Zealand perspectives (3rd ed., pp. 340–357). Auckland, New Zealand: Pearson.
   Google Scholar
• Maxwell, M. (2007). Career counselling is personal counselling: A constructivist approach to nurturing the development of gifted female adolescents. Career Development Quarterly, 55, 206–224. doi:https://doi.org/10.1002/j.2161-0045.2007.tb00078.x
   Web of Science ®Google Scholar
• Moltzen, R. (2011b). Historical perspectives. In R. Moltzen (Ed.), Gifted and talented: New Zealand perspectives (3rd ed., pp. 31–53). Auckland, New Zealand: Pearson.
   Google Scholar
• Monaco, N., & Gaier, E. (1992). Single-sex versus coeducational environment and achievement in adolescent females. Adolescence, 27, 579–594.
   PubMedGoogle Scholar
• National Equal Opportunities Network. (2010). New Zealand Census of Women’s Participation 2010. Retrieved from http://www.neon.org.nz/census2010/womenscensus2010/
   Google Scholar
• New Zealand Qualifications Authority. (2012). Secondary school statistics – NCEA and other NQF qualifications – Participation based – Single year of cumulative. Retrieved from http://www.nzqa.govt.nz/qualifications/ssq/statistics/provider-selected-crystalreport.do
   Google Scholar
• Noble, K. (1996). Resilience, resistance, and responsibility: Resolving the dilemma of the gifted woman. In K. Arnold, K. Noble & R. Subotnik (Eds.), Remarkable women: Perspectives on female talent development (pp. 413–423). Cresskill, NJ: Hampton Press.
   Google Scholar
• Noble, K., Subotnik, R., & Arnold, K. (1999). To thine own self be true: A new model of female talent development. Gifted Child Quarterly, 43, 140–149. doi:https://doi.org/10.1177/001698629904300302
   Web of Science ®Google Scholar
• Patton, M. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage.
   Google Scholar
• Perrone, K. (2007). Perfectionism, achievement and life satisfaction. Advanced Development Journal, 11, 108–123.
   Google Scholar
• Reis, S. (1995). Older women’s reflections on eminence: Obstacles and opportunities. Roeper Review, 18, 66–72. doi:https://doi.org/10.1080/02783199509553700
   Google Scholar
• Reis, S. (2001). External barriers experienced by gifted and talented women and girls. Gifted Child Today, 24(4), 26–65.
   Google Scholar
• Reis, S. (2002). Internal barriers, personal issues and decisions faced by gifted and talented females. Gifted Child Today, 25(1), 14–28.
   Google Scholar
• Riley, T. (2000, September). Equity with excellence: Confronting the dilemmas and celebrating the possibilities. Paper presented at Teaching and Learning: Celebrating Excellence, Hamilton, New Zealand.
   Google Scholar
• Rimm, S. (1999). See Jane win: The Rimm report on how 1000 girls became successful women. New York, NY: Three Rivers Press.
   Google Scholar
• Rimm, S. (2001). How Jane won: 55 successful women share how they grew from ordinary girls to extraordinary women. New York, NY: Three Rivers Press.
   Google Scholar
• Rimm, S. (2006). Winning girls, winning women. In B. Wallace & G. Eriksson (Eds.), Diversity in gifted education: International perspectives on global issues (pp. 189–197). New York, NY: Routledge.
   Google Scholar
• Robinson, A. (2008). Teacher characteristics. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education (pp. 669–680). Waco, TX: Prufrock.
   Google Scholar
• Roeper, A. (2003). The young gifted girl: A contemporary view. Roeper Review, 25, 151–153. doi:https://doi.org/10.1080/02783190309554219
   Google Scholar
• Schlosser, G., & Yewchuk, C. (1998). Growing up feeling special: Retrospective reflections of eminent Canadian women. Roeper Review, 21, 125–132. doi:https://doi.org/10.1080/02783199809553943
   Google Scholar
• Silverman, L. (1995). Why are there so few eminent women? Roeper Review, 18, 5–13. doi:https://doi.org/10.1080/02783199509553689
   Google Scholar
• Watson, C., Quatman, T., & Edler, E. (2002). Career aspirations of adolescent girls: Effects of achievement level, grade and single-sex school environment. Sex Roles, 46, 323–335. doi:https://doi.org/10.1023/A:1020228613796
   Web of Science ®Google Scholar
• World Economic Forum. (2012). The Global Gender Gap Report 2012. Retrieved from http://www3.weforum.org/docs/WEF_GenderGap_Report_2012.pdf
   Google Scholar
• Yewchuk, C., & Edmunds, A. (1991). Social influences on the career development of eminent Canadians. In N. Colangelo, S. Assouline, & D. Ambroson (Eds.), Talent development proceedings from the national research symposium on talent development (pp. 372–375). Melbourne, Australia: Hawker Brownlow Education.
   Google Scholar