Gifted Women and Marriage

Hansen, Jan B.; Hall, Eleanor G.

doi:10.1177/001698629704100406

Cited by 10 publications

(14 citation statements)

References 19 publications

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“…During early adulthood, a gifted adult's career contributes most heavily to life satisfaction (Wirthwein & Rost, 2011b) and most gifted adults across the studies examined here are satisfied with their careers (Perrone, Tschopp, et al, 2010;Siekańska & Sękowski, 2006), but as gifted adults age, contributors to life satisfaction include romantic relationships (Perrone et al, 2006;Perrone-McGovern et al, 2011) and parenting (Ferriman et al, 2009). Strong romantic relationships are even viewed as helpful in attaining professional goals during early and middle adulthood (Hansen & Hall, 1997). By late adulthood (60s and on), romantic relationships and social relationships with friends and family contribute the most to life satisfaction, while intellectual and career pursuits provide less life satisfaction over time (Holahan & Velasquez, 2011;Sears, 1977).…”

Section: Discussionmentioning

confidence: 93%

Gifted Adults

Rinn

Bishop

2015

Gifted Child Quarterly

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What happens when a gifted child grows up? Educators, parents, researchers, policy makers, and counselors spend a considerable amount of time planning for, and attending to, the educational, cognitive, and socioemotional needs of gifted children, but for what purpose? To ensure the gifted child is adequately intellectually stimulated during childhood and that his or her social and emotional needs are met? Do we also have a bigger end goal? Many in the field of gifted education would argue that we want to prepare gifted children to meet their potential and to be capable, productive, successful, happy, and even eminent (Subotnik, Olszewski-Kubilius, & Worrell, 2011;Subotnik & Rickoff, 2010) adults. But, how do we know gifted education has met these goals? If we accept that gifted education has a larger purpose than the day-to-day activities, projects, and homework assignments that come along with a gifted program, we must also accept that gifted children grow up. "It's not as though these former children slough off their giftedness like discarded skin at the age of sixteen or eighteen or twenty-one. Gifted children do grow up, and they become gifted adults" (Jacobsen, 1999a, p. 9). Yet we know very little about what happens once a gifted individual graduates from high school (Rinn & Plucker, 2004), and even less about what happens when a gifted individual "grows up."Over the past two decades, a number of provocative book titles regarding gifted adults have appeared in mainstream media that attempt to answer some questions about the lives of gifted adults:

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Section: Discussionmentioning

confidence: 93%

Gifted Adults

Rinn

Bishop

2015

Gifted Child Quarterly

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“…The majority of participants reported that increasing commitment in a romantic relationship resulted in increased life satisfaction and stable and successful long-term marriages and relationships. Previous researchers have documented an association between supportive romantic relationships and life satisfaction in the gifted population (Hansen & Hall, 1997; Sears, 1977). Hansen and Hall (1997) found that married gifted women whose husbands were supportive and collaborative perceived themselves as having high potential for achievement.…”

Section: Discussionmentioning

confidence: 99%

“…Previous researchers have documented an association between supportive romantic relationships and life satisfaction in the gifted population (Hansen & Hall, 1997; Sears, 1977). Hansen and Hall (1997) found that married gifted women whose husbands were supportive and collaborative perceived themselves as having high potential for achievement. The married gifted women in supportive relationships in Hansen and Hall’s study reported positive aspects of their marriages, including good communication, trust, shared goals, emotional intimacy, and increased motivation for excellence in personal and professional goals.…”

Section: Discussionmentioning

confidence: 99%

Major Life Decisions of Gifted Adults in Relation to Overall Life Satisfaction

Perrone

Ksiazak

Wright

et al. 2011

Journal for the Education of the Gifted

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In this study, major life decisions of gifted adults were examined in relation to life satisfaction. Participants were 57 gifted adults who have been participating in a longitudinal study over the last two decades. Qualitative data were collected via written and online surveys, and were analyzed by a research team using phenomenological, postpositivist, consensus-seeking methods. Participants’ decisions were categorized according to their developmental stage at the time of the decision. Their perspectives regarding major life decisions, life satisfaction, career, romantic relationships, family relationships, and personal well-being are described and discussed in relation to existing knowledge and literature on gifted adults. Suggestions for counselors and educators are provided, based on the findings of this study.

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“…Women gifted in math and science continue to not pursue careers in these fields (Rosser, 2000). A relationship in which women will not have to choose between emotional intimacy and professional achievement, but in which the two are intertwined, is shown to be the best choice for high-achieving females (Hansen & Hall, 1997). Those women who choose a career in science rarely produce as much creative work in the form of research publications as do their male colleagues (Ajzenberg-Selove, 1994;Piirto, 1991).…”

Section: Researching Gifted Women In Sciencementioning

confidence: 99%

Critical Incidents in the Lives of Gifted Female Finnish Scientists

Tirri¹,

Koro‐Ljungberg²

2002

Journal of Secondary Gifted Education

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This study investigated the critical incidents in the professional and personal lives of gifted female scientists in Finnish society.Finland represents a European country where gender equity has been widely acknowledged. The data include 11 life stories of female Finnish scientists from diverse fields of science. All participants have been able to actualize their academic talents and build their careers successfully. This qualitative, multiple-case study utilizes the critical incident method in the data analysis process. The results show that all these women have made important life choices that have promoted their talent and career development. These choices include important decisions concerning work, family, and beliefs and values. The majority of the women have also made some compromises related to their scientific interests and careers, as well as personal compromises. The results of the analyses demonstrate some common themes in critical incidents among female scientists. However, no picture of a uniform academic woman was found. All of the gifted female scientists were different in their multiple roles and identities. Our study also reveals some issues related to country and society that need to be acknowledged in tracing how women actualize their talent.

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Gifted Women and Marriage

Cited by 10 publications

References 19 publications

Gifted Adults

Gifted Adults

Major Life Decisions of Gifted Adults in Relation to Overall Life Satisfaction

Critical Incidents in the Lives of Gifted Female Finnish Scientists

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