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4.3.9 What Helps or Hinders the Achievement of Academically Talented Secondary School Boys?

During this century to date, there has been limited research undertaken that specifically addresses what contributes to the academic success of gifted and talented males, or what hinders their achievement. It is hoped that this New Zealand-based study of 93 Year 9 boys (American and Australian Grade 8) undertaken from 2016 -2018, will be the first phase of a longitudinal study over a period of sixteen years aimed at addressing the gap in this area of research. The goal of the longitudinal study is to investigate how elements of society, the education system, the work place, home environment, and intrapersonal characteristics impact the achievement of success in intellectually gifted and academically talented males, over time.

In comparison with females, there have been ongoing issues with the achievement of males in schools both in New Zealand and overseas. For this study, the gap in achievement between females and males in the secondary school is of particular concern. The most recent annual report on student achievement of the New Zealand Qualifications Authority (2018) shows a significant divergence in achievement between females and males. Given that there is such an achievement gap between males and females in New Zealand secondary schools, it is important that the elements assisting and/or hindering the achievement of intellectually gifted and academically talented males are investigated. It is also important that the study is longitudinal in order to be able to ascertain what elements recur over time and what changes occur.

A mixed methods approach was utilised in this study. Quantitative research was undertaken through the use of a questionnaire, initially with eight open-ended questions but currently ten, and qualitative research through semi-structured focus group and individual interviews.

The findings of the study to date indicate that there are both positive and negative influences from society, schools and teachers, family, and students’ own intrapersonal characteristics, that impact on their achievement. Strongest trends in the study related to comments made about schools. The students were generally grateful to be in an ability-grouped environment in their secondary school that provided them with the opportunity to begin their National Certificate in Educational Achievement a year early in up to six subjects. By contrast, many of them were critical of the lack of challenge at some time in their primary and intermediate schooling. These findings, as well as those related to society, family, and intrapersonal characteristics, will be discussed in the presentation.

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