Home Environment of Selected Filipino Gifted Individuals

Abstract

This study investigated the home environment of selected Filipino gifted individuals. It aims to answer two research questions: (1) what is the giftedness profile of the selected Filipino gifted?; (2) what types of home environments do Filipino gifted have? This study uses qualitative methods, specifically narrative research strategy, to provide a description of the home environment, the socio-emotional, intellectual, and physical environment that nurtures the intellectual skills, exceptional talents and leadership abilities of the gifted. The study highlighted important Filipino family values in describing this home environment. In this study, the home environment of the gifted contributed immensely to their positive development, not only in the nurturance of their giftedness, but also in the development of their socio-emotional skills and values system. This study recommends that there should be a strong link between the school and the family of the gifted, leading towards the establishment of stronger family support programs for the development and nurture of Filipino gifted students. Furthermore, schools can also develop different student support programs for gifted students to create stronger collaboration with the families of gifted students.

Developing Leadership Talent in Adolescents and Emerging Adults: A Systematic Review

“…Although the majority of the studies ( n = 29) were conducted with participants from the United States, the review also included studies with participants from Australia ( n = 2; A. Coffey & Lavery, 2018; Eva & Sendjaya, 2012); Canada ( n = 1; Halsall & Forneris, 2018); China ( n = 2; Chan, 2003; Liu et al, 2019); the Philippines ( n = 1; Pawilen, 2018); and cross-cultural samples from Australia, New Zealand, South Africa, and the United Kingdom ( n = 1; Archard, 2013); Barbados, Jamaica, Trinidad, and Tobago ( n = 1; Jones-Morales & Konrad, 2018); and Canada and the United States ( n = 1; Hilliard et al, 2019).…”

“…Early interests can be encouraged, discouraged, or redirected in the home (Jones-Morales & Konrad, 2018; Kudo et al, 2012; Liu et al, 2019; Pawilen, 2018) and identity explorations can be supported, tolerated, or ignored in the home (Dai, 2017; Luyckx et al, 2006; Subotnik et al, 2011). Home environments vary widely, but as children grow up, they interact in other influential contexts, such as school or the community.…”

“…Community-based contexts were the focus of 21.1% of the studies (n = 8), with four examining after school programs (Carruthers & Busser, 2000;Conner & Strobel, 2007;Halsall & Forneris, 2018;Schilling et al, 2007), two looking at extracurricular activities (Hilliard et al, 2019;Kudo et al, 2012), and two focusing on summer residential camps (Henderson et al, 2007;Whittington et al, 2017). Homebased contexts were examined in 7.9% of the studies (n = 3; Jones-Morales & Konrad, 2018; Liu et al, 2019;Pawilen, 2018) and adult professional contexts were the focus of 7.9% of the studies (n = 3; Bernstein et al, 2019;Kell et al, 2013;Makel et al, 2016). One study, representing 2.6% of the sample, focused on the leadership development of a single individual across time (Hébert, 2019).…”

“…Rather than focusing on a specific program for leadership talent development, eight of the studies (21.1%) examined adult educational and professional outcomes. Four of these studies focused on participants who were identified as gifted or academically advanced in adolescence or emerging adulthood (Bernstein et al, 2019;Hébert, 2019;Kell et al, 2013;Makel et al, 2016), two identified participants as gifted based on adult professional leadership (Jones-Morales & Konrad, 2018;Pawilen, 2018), and two focused on other factors, including enrollment in a master's program (Hartzell & Hong, 2016) and adult earnings (Weinberger, 2014). The remaining four studies (10.5%) highlighted other variables the authors hypothesized were related to leadership, including parenting style (Kudo et al, 2012;Liu et al, 2019), participation in college athletics (Fuller et al, 2017), and employment during the first year of college (Salisbury et al, 2012).…”

“…Instead, some studies operationalized the construct of leadership as holding a leadership role. Leadership role occupancy for adolescents (Guest, 2018;Henderson et al, 2007;Weinberger, 2014), emerging adults (Hartzell & Hong, 2016), and adult professionals (Bernstein et al, 2019;Jones-Morales & Konrad, 2018;Kell et al, 2013;Makel et al, 2016;Pawilen, 2018) was used to operationalize the construct of leadership in nine (23.7%) of the 38 studies included in this review. For example, in the Bernstein et al (2019) sample of SMPY participants, 12.3% (n = 83) met the authors' definition of eminence at age 50 by holding leadership roles in adult professional domains (e.g., tenured professors, Fortune 500 executives).…”