There has been a scarcity of research studies addressing the dilemmas of peer relationships confronting gifted adolescent females. In this study, the peer relationships of nine mathematically gifted adolescent females living in Taiwan are explored using a qualitative multicase study. Data analysis revealed six compelling themes: a proclivity for aloneness, indifference to popularity, better rapport with gifted peers, preference for self-contained gifted classes, preference for gifted classes with a majority of boys, and more attachment to family than to friends. Inconsistencies with extant literature offer an opportunity to contemplate the socioemotional issues of mathematically gifted adolescent females from new angles.
Putting the Research to Use
The results of this study provide some insights into serving the needs of gifted girls. It is important for gifted girls to interact well with peers. However, they also need opportunities to learn to work and play alone, which are beneficial for their development of intrapersonal intelligence. Besides, schools should meet their need to meet and work with other gifted students with similar interests and values. When decisions are made about grouping options, the decisions should be based on the results of empirical studies and also on gifted girls’ voice. In addition, some gifted girls may feel torn between their indignation at the gender inequality still existing in the current society and their greater willingness to work with their male peers. They should be assured that it is all right to have this kind of inner conflict and that inner conflict can provide impetus for growth.
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