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Voices of twice-exceptional students in their first year of higher education

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  • Katia Sandoval-Rodríguez
  • María Leonor Conejeros-Solar

Abstract

This study analyzed the trajectories of five twice-exceptional students during their first year of higher education. The aim was to identify the personal and contextual barriers they faced and the enabling factors available to them. Based on a qualitative approach and a multiple-case design, narrative interviews were conducted with the participants. Three main themes emerged from the thematic analysis: (1) higher education learning; (2) twice-exceptional student identity; and (3) educational trajectory. Results revealed that, despite the challenges of higher education transition, participants view the experience positively for its diversity and pluralism, which enable them to access a broad knowledge base, achieve greater self-knowledge, and construct an identity as twice-exceptional students. It also gives them the opportunity to analyze their educational trajectory and the turning points that have shaped it. The results serve to guide twice-exceptional students through their university experience, to ease their transition to higher education, and to promote their academic and socio-emotional well-being. Furthermore, they support the formulation of educational strategies and policies that address the specific needs of twice-exceptional students and promote their academic success in higher education.

Suggested Citation

  • Katia Sandoval-Rodríguez & María Leonor Conejeros-Solar, 2024. "Voices of twice-exceptional students in their first year of higher education," Gifted and Talented International, Taylor & Francis Journals, vol. 39(1), pages 60-69, January.
  • Handle: RePEc:taf:ugtixx:v:39:y:2024:i:1:p:60-69
    DOI: 10.1080/15332276.2024.2340025
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