Gifted Dropouts: Phenomenological Case Studies of Rural Gifted Students

Autor/inn/en	Zabloski, Jim; Milacci, Fred
Titel	Gifted Dropouts: Phenomenological Case Studies of Rural Gifted Students
Quelle	In: Journal of Ethnographic & Qualitative Research, 6 (2012) 3, S.175-190 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-3308
Schlagwörter	Gifted; Dropouts; Qualitative Research; Dropout Research; Phenomenology; Rural Areas; Middle Schools; Case Studies; Personal Narratives; Interpersonal Relationship; Teacher Influence; Social Isolation; Friendship; Student Mobility; Substance Abuse; Trauma; Depression (Psychology); High School Students + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Rural area; Ländlicher Raum; Middle school; Mittelschule; Mittelstufenschule; Case study; Fallstudie; Case Study; Erlebniserzählung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziale Isolation; Freundschaft; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Drug use; Drug consomption; Drogenkonsum; High school; High schools; Oberschule
Abstract	In this qualitative phenomenological study, we sought to explore the life experiences of 7 rural gifted individuals who dropped out of school. In addition, we investigated whether participants shared commonalities that might have led to the phenomenon of dropping out. The problem was that a paucity of research exists about gifted dropouts; subsequently, no one had asked our participants to share their stories prior to the present study. By searching for meaning in their individual and combined stories, we uncovered two overarching themes related to their decisions to drop out: the Influence of Relationships (with the subthemes, relational traumas, and relational losses) and the Influence of Teachers. Within the subthemes, we noted data not previously reported in other literature or research on gifted dropouts. Specifically, all of our gifted dropouts experienced a relational trauma in middle school that affected later learning experiences, and may have been the catalyst to their later decision. By focusing on their progressively declining interest in school through the lens of relationships, we noted new data that added to existing literature. (Contains 2 tables.) (As Provided).
Anmerkungen	Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.cedarville.edu/jeqr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10