Research with gifted adults: Mapping the territory using a socially just process

Abstract

Despite decades of study with gifted children, the topic of gifted adults remains underexamined. This thesis aims to contribute to the advancement of the study of gifted adults by shedding new light on what is currently driving researchers’ interests in the topic and what various stakeholders think needs to happen to build knowledge in the field. To do this, a qualitative multi-method research design was employed within a social-justice informed framework. Research consisted of a literature survey and three studies: a Delphi study, Questionnaire study and Focus Group study, each contributing the voices of specific stakeholders. Participants in the Delphi and Questionnaire studies were 76 multidisciplinary, international experts currently studying and working with gifted adults. The three-round Delphi method explored the views of the group, whereas the Questionnaire examined the individual views of those experts. Four focus groups added the voices of 15 gifted adults to the conversation. The thesis compares and integrates the findings from each study so that overall, the results reflect the combination of voices. The results show that participants are interested in a wide range of topics about gifted adults, including factors related to achievement, and mental health and well-being. There is interest in the subjective experiences of gifted adults, but this interest is under-represented in published studies. The results reveal disciplinary influences on experts’ areas of interest and the methods and concepts used, including strong influences from child-focussed fields. In contrast, the gifted adults are not so interested in achievement-related factors. Many of their views challenge popular stereotypes and historical approaches to research on the topic. In terms of future research, the results include descriptions of key obstacles and priorities identified by the experts and gifted adults, and six recommendations from the Delphi Panel. More generally, the results show that, while there is interest in the topic, the study of gifted adults appears to be theoretically ungrounded and methodologically muddled or both, and is dominated by Western views. The thesis proposes that this is a sign of an emerging field, and also a reflection of problems inherited from other gifted-related fields, and offers considerations for moving forward.