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Gifted Child Quarterly, Vol. 51, No. 2, 136-151 (2007)
DOI: 10.1177/0016986207299471
© 2007 National Association for Gifted Children

The Impact of an Undergraduate Honors Program on Gifted University Students

Thomas P. Hébert

University of Georgia

Matthew T. McBee

University of North Carolina, Chapel Hill

Through a qualitative research design, this study examined the experiences of seven gifted university students in an undergraduate honors program. The findings indicated the students as adolescents experienced a sense of isolation resulting from the differences between their abilities, interests, life goals, religious value systems, and the communities in which they lived. At the university, the participants discovered within the honors program an intellectual and social network with other gifted individuals like them. Together they recognized their strong desire for self-actualization. In advanced-level courses, they found intellectual stimulation and academic challenge. Through several components of the honors program they developed significant psychosocial growth. Throughout their experiences, the honors program director became a mentor and played an important role in facilitating experiences designed to address the diverse needs of these gifted young adults. Implications of the findings are presented along with suggestions for designing appropriate honors program experiences for gifted university students.

Key Words: gifted university students • honors program community • social and emotional development


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