Reviving Perry: An Analysis of Epistemological Change by Gender and Ethnicity among Gifted High School Students

Autor/in	Thomas, Jerald A.
Titel	Reviving Perry: An Analysis of Epistemological Change by Gender and Ethnicity among Gifted High School Students
Quelle	In: Gifted Child Quarterly, 52 (2008) 1, S.87-98 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/0016986207311422
Schlagwörter	Adolescent Development; Developmental Stages; Questionnaires; Student Characteristics; Racial Differences; High School Seniors; Grade 10; Grade 12; Age Differences; Ethnicity; Gifted; Gender Differences; Intellectual Development; High School Students; Epistemology; Mathematics Achievement; Science Achievement; Cognitive Development + Suchen Sie Ihr Suchwort? Fragebogen; Rassenunterschied; School year 12; 12. Schuljahr; Schuljahr 12; Age; Difference; Age difference; Altersunterschied; Ethnizität; Begabter, Hoch Begabter; Geschlechterkonflikt; Mental development; Geistige Entwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Erkenntnistheorie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kognitive Entwicklung
Abstract	This study examines development along Perry's intellectual and ethical scale among three successive graduating classes of students identified as gifted and talented in mathematics and science. Perry posits that intellectual development proceeds from a basic dualism through nine stages ("positions") and culminates with a sense of personal identify and commitment. Perry suggests that the college years act as the agent of intellectual development, but others have argued that Perry's scheme is not flexible enough to account for gender- and culture-based differences. This study uses a paper-and-pencil questionnaire to describe developmental characteristics of gifted high school students and examines between-group differences between gender and ethnic groups at the high school sophomore and senior years. All groups showed significant improvement from sophomore to senior year. There were no differences by gender or ethnicity at the sophomore year, but by senior year, significant developmental differences existed among ethnic groups. (Contains 4 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10