A Bioecological Systems View of School Experiences of High-Ability Students From Rural India

Abstract

Using Bronfenbrenner’s bioecological systems theory, this study investigated the school experiences of nine high-ability students from three secondary schools in rural Western India. Analyses of semistructured interviews revealed several interconnected systems of influences on the school experiences of participants. Intrapersonal aspects such as positive academic self-perceptions, constant pursuit for academic excellence, and mixed feelings about being formally identified as gifted directly affected school experiences. In the participants’ immediate environment, school aspects such as teacher–student relationships, teaching methods, and curricular content had the most prominent influence on their school experiences. Interactions between family and the school systems had direct and mixed influences on participants’ school experiences. Besides the adversities of rural education, participants emphasized the unique strengths of rural settings in India including the role of extended families, strong rural attachment, and positive relationships with school, teachers, and community that positively contributed to their school experiences. Implications for rural gifted education in India are discussed.

Environmental Frameworks for the Gifted in the Periphery and Center Regions in Israel: Parents’ and Teachers’ Perceptions

“…A possible reason could be a lack of resources and counselors specializing in gifted education in the periphery (Azano et al, 2017; Rasheed, 2020). Nevertheless, the literature (e.g., Manasawala & Desai, 2019; Renati et al, 2016) emphasizes the vital connections among various settings where gifted students learn (i.e., schools and programs for the gifted) (Chowkase, 2021), and that parents need to collaborate with them and with mentors in gifted education to be able to cope with stressors and the responsibility of raising a gifted child. With regards to the connection between the pull-out programs and the regular school, teachers from both the center and the periphery noted that it exists due to the coordination necessary so the gifted students can participate in exams and school events.…”

“…This finding is in accord with studies (e.g., Howley et al, 2009; Rasheed, 2020; Richards & Stambaugh, 2015) that emphasize the distinctions between peripheral and central areas regarding gifted education. It is important to note that if the macrosystem level is not addressed by the government and local authorities in relation to gifted education in the periphery, it may prevent the cognitive, social, and emotional development of gifted children at present, and as contributing citizens to society in the future (Chowkase, 2021; Stambaugh & Wood, 2015).…”

“…Studies that focus on the significance of various environmental systems for gifted students are scarce. Drawing on the ecologic approach, which emphasizes the wider environment’s importance as a key element in these children’s development and care, alongside the significance of the home environment, it is necessary to examine the frameworks available to gifted students and relate to the environmental setting where they are raised (Bessman et al, 2013; Chowkase, 2021; Crawford et al, 2020). Hence, this study is aimed at examining gifted children’s parents’ and teachers’ views regarding the educational frameworks available for gifted students in two regions in Israel—central and peripheral, with differing geographic and socioeconomic characteristics.…”

A Critique on the Current State of Research on the Social and Emotional Experiences of Gifted Individuals and a Framework for Moving the Field Forward

“…Crawford et al (2020) used Bronfenbrenner’s theory as a framework with which to explore “identification issues for underrepresented minority students with gifted capabilities who have not been formally identified for gifted programming” and “challenges faced by underrepresented minority students who have participated in a gifted program after having been formally identified as gifted” (p. 43). Chowkase (2022) used Bronfenbrenner’s theory to explore and explain the school experiences of nine high-ability students from secondary schools in rural India. Garces-Bascal and Yeo (2017) used Bronfenbrenner’s theory to explain the reading habits of 24 gifted students in Singapore.…”

Cultivating a Learning Environment to Support Diverse Gifted Students

“…Although all these intertwined layers are important, we focus on the specific classroom context. A student’s microsystem is influenced by a variety of factors within the classroom climate and culture (e.g., quality of pedagogy, curriculum, teacher-student relationships, classroom management; Chowkase, 2022; Wang et al, 2020).…”