Giftedness and High School Dropouts - Neag Center for Gifted ...

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26 Finally, gifted dropouts' future career plans were examined. In response to the type of job that they would have at age 30, 11.7% wanted to be in the professional I category; 10.5% wanted to be a service worker (e.g., hair stylist, practical nurse, child care worker, waiter, domestic, and janitor); 9.3% wanted to be an office worker (e.g., data entry clerk, bank teller, bookkeeper, secretary, word processor, mail carrier, and ticket agent); and 9% wanted to be an owner of a small business or restaurant, or a contractor. Interestingly, 11.7% selected a professional I category, which includes accountant, registered nurse, engineer, banker, librarian, writer, social worker, actor, athlete, artist, politician, while only 4% selected a professional II category, which includes minister, dentist, doctor, lawyer, scientist, and college teacher (see Table 5). Table 5 Future Job Aspirations of Gifted Students Who Dropped Out of School Job N % Farmer Full time homemaker Laborer Manager Military Office worker Operator Owner Professional I Professional II Protect service Sales School teacher Service worker Technician Tradesperson No plans to work Other 5 12 18 17 13 30 21 29 38 13 8 5 4 34 13 28 6 30 1.5 3.7 5.6 5.2 4.0 9.3 6.5 9.0 11.7 4.0 2.5 1.5 1.2 10.5 4.0 8.6 1.9 9.3
27 Research Question 2: Is there any difference between gifted dropouts and non-gifted dropouts with respect to their plans to return school A chi-square analysis was conducted to examine differences between gifted students and non-gifted students who dropped out of school, with respect to their plans to return to school. The adequacy of expected frequencies was examined prior to the analysis, and no violation of assumptions was found. There was no significant difference between the two groups with respect to their plans to return to school, χ 2 (1, N=839)=.02, p=.88. As Table 6 indicates, only 35.9% of gifted students planned to return to school, while 64.2% had no plan to return to school. Similarly, 34.9% of non-gifted students planned to return to school, while 65.1% had no plan to return to school. Research Question 3: Is there any difference between gifted dropouts and non-gifted dropouts with respect to their self-concept and locus of control To examine differences between gifted and non-gifted students who dropped out of school with respect to their self-concept and locus of control, a multivariate analysis of variance (MANOVA) was performed. Prior to conducting the MANOVA, a principal factor analysis was performed to determine the subscales of self-concept. A total of 13 items from the NELS:88 questionnaire, which represent students' opinion about themselves and their attitudes, was included in the analysis. Results indicated that two factors were extracted, accounting for 45% of the variance. Loadings of variables on factors, percent of variance, and their reliabilities are presented in Table 7. To facilitate interpretation, factors below .45 were suppressed. Based on the theoretical grounds, factor 1 was labeled as self-concept and factor 2 was labeled as locus of control. A MANOVA was conducted to examine the differences in self-concept and locus of control between gifted and non-gifted students who dropped out of school. Results indicated that the combined dependent variables were significantly affected by the two groups (F=23.79, p
Page 1: NRC G/T THE NATIONAL RESEARCH CENTE
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Page 10 and 11: Research Questions Using two differ
Page 12 and 13: were defined more flexibly as those
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Page 18 and 19: References Lajoie, S. P., & Shore,
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Page 33 and 34: 9 Some research focused on racial i
Page 35 and 36: 11 accommodate a variety of learnin
Page 37 and 38: 13 Table 1 Profiles of Gifted and T
Page 39 and 40: 15 CHAPTER 3: Research Methods and
Page 41 and 42: 17 A causal-comparative design was
Page 43: 19 To compensate for unequal probab
Page 46 and 47: 22 dropouts (83%) responded that th
Page 48 and 49: 24 100 90 80 70 Percent 60 50 40 30
Page 52 and 53: 28 Table 7 Factor Loadings, Percent
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Page 56 and 57: 32 Don't Know 15.3 Ph.D., M.D., etc
Page 58 and 59: 34 Table 9 Mother's Educational Exp
Page 60 and 61: 36 Research Question 3: Are there a
Page 62 and 63: 38 Table 13 Logistic Regression Ana
Page 64 and 65: 40 between the two groups with resp
Page 66 and 67: 42 educational support at home. Eks
Page 68 and 69: 44 have more involvement with regar
Page 71 and 72: 47 References Ascher, C., & Schwart
Page 73 and 74: 49 Grossnickle, D. R. (1986). High
Page 75 and 76: 51 National Center for Education St
Page 77: 53 Tinto, V. (1982). Limits of theo
Page 81 and 82: 57 Variables in the Study Reasons f
Page 83: 59 Pregnancy or child-rearing (F1S7
Page 86 and 87: 62 Also of interest from the Resear

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