Welcome to the Table: A Bourdieusian Take on Gifted New Zealand Young Women

Autor/inn/en	Gaerlan-Price, Eunice; Wardman, Janna; Bruce, Toni
Titel	Welcome to the Table: A Bourdieusian Take on Gifted New Zealand Young Women
Quelle	In: Education Sciences, 11 (2021), Artikel 106 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bruce, Toni)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Females; Talent; Interdisciplinary Approach; Environmental Influences; Educational Philosophy; Academically Gifted; Disadvantaged; Self Concept; Academic Ability; Personality Traits; Social Capital; Foreign Countries; Sex Role; Sex Stereotypes; Social Media; High School Students; Student Attitudes; Educational Experience; Social Environment; New Zealand + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Begabung; Hochbegabung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Environmental influence; Umwelteinfluss; Bildungsphilosophie; Erziehungsphilosophie; Selbstkonzept; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Sozialkapital; Ausland; Geschlechterrolle; Soziale Medien; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Bildungserfahrung; Soziales Umfeld; Neuseeland
Abstract	The field of gifted and talented studies has its origins in the intelligence quotient research of the late 19th and early 20th century. These psychological foundations remain a strong influence even though the field has since expanded to include other paradigms and greater diversity in conceptions of giftedness and talent. Some researchers argue that the field could benefit from greater interdisciplinary engagement, especially in studies of gifted and talented girls, which tend to include a focus on how gifted girls' external environments influence their emotional worlds. This article proposes that concepts developed by critical sociologist Pierre Bourdieu are useful for expanding and deepening understandings of the internal and external worlds of gifted and talented girls. It offers evidence from a recent qualitative study with academically gifted and talented teenaged girls in New Zealand. The results highlighted the marginalised position of the gifted and talented identity and the privileging of identities that were based on dispositions versus innate ability. The study also identified a hierarchy of valued forms of capital within the teenage girl social landscape and a resulting theorisation of an empowered gifted and talented girl habitus. This article demonstrates how Bourdieu's work is a constructive addition to the field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01