Gifted Latina Women

Abstract

This article presents an analysis of factors affecting the life-span achievement of 15 Latina women identified as gifted through a national retrospective study of high-achieving African American, Asian American, Latina, and White women. Content analyses of interview data from participants and “parent” informants were conducted to investigate questions concerning the characteristics these gifted Latina women displayed during their school years; family, community, and school contributions to their achievement; roles played by societal and institutional factors; and strategies employed by the women to reach their high levels of achievement. As children, participants displayed a range of characteristics; and more than half did not evidence their considerable potential through report-card grades. While some families and schools provided strong support of these women's achievements, others communicated ambivalent or low expectations. The majority of participants cited racial or gender bias as a major obstacle during the adult years. They responded to bias and other hardships with a strong determination to succeed. Implications are suggested for recognizing and supporting gifted potential in young Latina women during the school years.