EDG 551 Module 3 Week 1 Discussion Post

How do the gifted individuals highlighted in the text and videos reflect Brofenbrenner’s
theory? How is this analysis significant to the application of theory into practices to
nurture the social and emotional development of the gifted?
Brofenbrenner’s theory of ecological systems describes how different environments

surrounding an individual interact with each other and the individual. These interactions

influence the development of the individual. Hébert highlighted Bronfenbrenner’s theory in

different situations. One example was the story of Bette Midler. She was essentially an outsider

within her community. Her physical appearance was at odds with the macrosystem and

exosystem in which she grew up. Her race set her apart from those in her mesosystem. Her

microsystem was challenging. If she fit the definition of beauty, would her mesosystem

experience have been different? If she had been accepted within the mesosystem, would she

have felt the pull of stardom? If her microsystem had not included a supportive mother, would

she have been able to overcome the obstacles to pursue her dreams? Each of these systems

interacted with the others in Midler’s development (Hébert, 2011). Another example is the ATI

fraternity. This fraternity encouraged its members to be involved in community service, to value

high achievement, and to develop leadership skills. Hébert writes that these men came from

supportive, middle-class families. This microsystem impacted the development of the men to

find other’s like themselves who were striving for success. The ATI mesosystem provided

opportunities for the men to become leaders on campus and focus on academics (Hébert, 2011).

This mesosystem is a reflection of the microsystem that the men came from. The mesosystem

would then influence the microsystem that the individuals return to and build for themselves.

In her discussion about gifted adults reflecting on their lives, Kaufman talked about one

Presidential Scholar, Jean, who had a challenging and demanding home life and therefore was

always the first at school and the last to leave (2015, 21:16). Jean’s microsystem impacted her
development, making her become a very mature child, and, as Jean wrote, “teacher’s love a

mature child” (in Kaufman, 2015, 21:07). Jean’s maturity impacted how the mesosystem

responded to her and therefore impacted her development. The larger macrosystem that valued

maturity and responsibility pushed this idea that Jean should continue in her path of maturity.

This analysis is significant to the application of theory into practices to nurture the social

and emotional development of the gifted because we cannot assume that because a student is

gifted that they can handle anything we throw at them. We cannot take for granted where they

come from, what their goals are, and why they have those goals. We have to intentionally look

at the lives of our students and how their environments, which could be positive, negative,

neutral, are impacting their development and trajectory. One of my students that comes to mind

is Judy. Judy was a freshman in my regular Algebra 1 class. She had all of the necessary skills

to do well and she worked hard to learn the material, but her friends would never know that she

worked that hard. I don’t believe even her family knew how hard she worked. She was the

youngest child and only girl in a family of athletically talented boys. Her brothers had all held

leaderships positions in the school and within their sports teams. Judy was not athletically

gifted, but still was pushed to live up to her family’s expectations. A causal observer of Judy

would see a hard-working girl who enjoyed school, but further examination would reveal that

she was struggling just to be “worthy” of her family name. In fact, Judy hates school. It is

important to understand how the micro, meso, exo, and macro systems converge, interact, and

influence the development of our students.

How do the gifted individuals highlighted in the text and videos reflect the identify
formation theories? How is this analysis significant to the application of theory into
practices to nurture the social and emotional development of the gifted?
Both Marica and Josselson divided identify development into four statuses. While there

are subtle differences between the two theories, the four statuses are essentially, those who found
their identify without searching, those who searched and have found their identify, those who are

still searching, and those who have searched but have not made a commitment and do not care

about making a commitment. Hébert (2011) classified his example of Meg Anderson as an early

Pathmaker, one who had searched and found her identify. This makes sense in the realm of the

community she came from and the one she went to for college. They have very different

expectations for women and what constitutes success. However, without knowing about her

family situation, I wonder how that played a role in her identify development. Were her parents

high achieving academic scholars? Did they push her to do well in school and attend college?

Was she a Guardian, following plans made for her by her parents?

Kaufman talked about the process for becoming a Presidential Scholar and what the

honor entailed. Scholars were told by the president that they were doing to lead our country into

the next century. They were told they were going to be leaders and given opportunities to meet

with congressmen and senators. For some kids, they would spend their lives wondering, “what

did I do to deserve that?” (Kaufman, 2015, 7:04). This is significant to the application of theory

into practices to nurture the social and emotional development of the gifted because these highly

talented students did not understand why they had been given that honor. Their identify was not

wrapped up in or perhaps even aware of their giftedness. Gifted students likely know that there

is something different about them, but they may not necessarily relate it to something positive or

even something that is recognized by others.

To nurture their gifted students in establishing their identify, Hébert proposes 4 strategies.

One is to encourage involvement in extracurricular activities so that students can “experiment

with various outlets for their gifts and talents…build a sense of self-efficacy…construct a

positive sense of self and raise their aspirations” (2011, p. 166). Another strategy is to facilitate
discussion groups, which he also proposed in developing the social and emotional characteristics

of gifted students. A discussion group allows students a chance to learn about social face and

stereotypes, and a place to share their feelings. Hébert also proposes using reflections and

journal prompts as well as photo elicitation. In these strategies, he encourages students to

engage in reflection that my help students in “their identify development process” (2011, p. 170).

Hébert also discussed the importance of racial identify development, which again was

broken down into 4 sections, “identification with the white majority; awareness, encounter, and

search; identification and immersion; and integration and internalization” (2011, p. 159).

Students have to navigate how they fit in their subculture and the culture at large and the role

each will play in their lives.

It is important to support identify development in gifted students because researchers

have speculated “that identify formation may occur more rapidly in gifted adolescents than in

more typical students” (Hébert, 2011, p. 160). This means that gifted students could be

traversing the challenges of identify development while they are in our classes and before we

would expect them to. These students need support, with people who care and listen to their

concerns, as well as opportunities to search for their identity. These are opportunities for

teachers and counselors to facilitate discussion groups or to encourage participation in

extracurricular activities.

References:

Hébert, T. (2011). Understanding the social and emotional lives of gifted students. Prufrock

Kaufman, F. (2015, October 28). Stories from the rear view mirror: Lessons learned from the

lives of gifted adults [Video]. University of Georgia College of Education.

https://www.youtube.com/watch?v=Seyb9YmSFgc