A Cross-cultural Study: Talent Development Process in Academically Talented Undergraduates in New Zealand and Bahrain

Abstract

Researchers have been interested in giftedness for decades. There is however a dearth of research on gifted and talented undergraduates. In particular, academic talent development of gifted and talented undergraduates across-cultures, has been overlooked. It is argued that the late adolescent years are important to study as new identities emerge and career choices are explored. This study investigated the process of talent emergence across academically talented undergraduate students in New Zealand and Bahrain. The main purpose of this study was to examine students’ views of their gifts and of the intrapersonal and environmental factors that affected talent development, especially in those of different cultural backgrounds. Hence, Gagné’s Differentiated Model of Giftedness and Talent (DMGT, Gagné, 2009) was adopted as a conceptual framework and an analytical tool. Its inclusiveness of possible influential factors contributed to the choice. Participants were identified as those attaining a grade point average (GPA) of seven or above, out of a possible nine. Fourteen undergraduates, seven from each country, took part in phenomenological semistructured interviews. Students’ perceptions of their talent development were compared across cultures. Findings showed that although the factors that influenced talent development were similar between New Zealand and Bahraini students, culture had a strong impact on the degree to which these factors were present, and the way they were structured. Overall, differences outnumbered the similarities in intrapersonal facets such as motivation and academic dishonesty; in environmental factors, for example services provided by governments and educational institutions; and in beliefs in the factor of chance. A major finding of cultural milieu was revealed as one of the most important factors, as it extended to affect intrapersonal factors and the process in which talents were developed, in addition to students’ beliefs. Accordingly, this study developed a culturally modified version of the DMGT to enable more validity in examination of cultural differences. Implications of the findings are presented along with suggestions for future research.