Conceptual Foundations

Combined Concurrent

Intellectual Diversity and Identity Development

Friday, November 10
4:15 PM - 4:45 PM
Location: 213 A

Constructs such as race and gender are essential when addressing identity development and intersectionality. Giftedness is also a construct, but it is rarely a part of discourse on intersectionality. Examining cognitive, social, and identity development theories led to a hypothesis about the relationship between giftedness and students’ identity development. Based on this hypothesis, we engaged in collective biography with individuals who are advanced in an academic field about their academic and/or intellectual identity development and explored the possibility of the existence of intellectual diversity. In this session we discuss findings and offer a tentative model for intellectual identity development.

Melanie Caughey

Graduate Student
University of Virginia

Melanie Caughey is an advanced doctoral student in the Gifted Education program at the University of Virginia; her research interests include teacher education, gifted programming, and advanced coursework (AP, IB, dual enrollment) at the secondary level. Currently, she is the Academic Coordinator for the Saturday and Summer Enrichment Program (SEP) at UVA and a graduate research assistant for the Promoting PLACE in Rural Schools . She previously worked with the National Center for Research on Gifted Education, assisted students in UVa.'s online gifted endorsement series, taught courses/interned for SEP, and supervised/evaluated pre-service teachers. She taught both AP and dual enrollment courses in English prior to her enrollment at UVa.

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Annalissa V. Brodersen

Research Associate
University of Virginia

I just completed my doctoral program focusing on Gifted Education research at the Curry School of Education and am working as a Post-Doctoral Research Associate for the National Center for Research on Gifted Education. There, I have the opportunity to work with qualitative data collection and assist in data analysis. In my research, I am interested in a variety of specific populations of high ability students, including those from rural populations. I am also interested in the development and implementation of education policy, particular in the field of gifted educaiton. My dissertation research focuses on k-12 gifted education policy and its alignment with research-based practices as well as cross-level alignment (state, district, school).

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