The influence of a summer residential honors program experience on the social and emotional development of gifted young women
Dodd, Katherine Anne Marie
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While many studies have addressed gifted girls’ difficult social and emotional development and certain societal obstacles that influence that development, there is limited research regarding how summer enrichment program experiences may influence a gifted girl’s social and emotional development. To address this gap in the literature, this qualitative study examined the experiences of five gifted young women who attended the Georgia Governor’s Honors Program. Major findings included each participant describing an improvement in academic/talent self-concept due to the Georgia Governor’s Honors Program’s unique learning environment, improvement in social self-concept through the establishment of a true peer group among other program participants, and the development of security in identity as a result of participation in the Georgia Governor’s Honors Program. Implications of the findings are presented with suggestions for educators and enrichment program directors on how to develop such program environments that positively affect gifted girls’ social and emotional development.