Giftedness, Gender Identities, and Self-Acceptance: A Retrospective Study on LGBTQ+ Postsecondary Students

Abstract

In a recent position statement, the National Association of Gifted Children argued the importance of providing equitable treatment of Lesbian, Gay, Bisexual, Transgender, Queer and other sexual and gender minority individuals (LGBTQ+) gifted youth to help them maximize their potential. However, there are very few empirical studies focusing on the intersection of giftedness and gender identities. Little is known regarding these students’ experience at, and outside of, school. Focusing on the individual process of gender identity development and self-acceptance, we interviewed nine LGBTQ+ postsecondary students in North America (aged between 19 and 29 years) who are graduates of an academically focused high school in Turkey. In particular, we studied their ways of thinking, stress coping strategies, and environmental factors that may have enabled their self-acceptance of LGBTQ+ identities. Findings of the study show that the mental health of LGBTQ+ is a function of individual factors (e.g., coping strategies), structural factors (e.g., a homophobic sociocultural environment), and the context. The findings also indicate the benefits of complexity and reflectiveness in thinking, metacognition and the ability to separate identity labels from identities, enabled by high school peer support, liberal curriculum and classroom discussions, and access to information during adolescence.

Queer students in international higher education: a review of distinct motivations, considerations, and challenges

“…On the other hand, there are multiple unique factors that pull queer students to study in a new country. Several studies mentioned the openness and welcoming of multicultural and gay-friendly communities and progressive human rights policies (Lo et al, 2022;Wang, 2022). It is in these communities that queer international students believe they can "find themselves," live freely, and feel safe (Nguyen et al, 2017).…”

“…Despite students' exact trajectories, most studies provided evidence that students reported isolation, helplessness, or fear as part of their identity development. However, Lo et al (2022) found that this may not be universally true. In their study on gifted LGBTQ + international students who had reached self-acceptance, they noted personal attributes that helped to build resilience, including one's ability to engage in metacognition, access to LGBTQ + -affirming information in English, and pragmatism in using LGBTQ + identity labels.…”