Date of Award

1-17-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (Ph.D.)

School Name

Annsley Frazier Thornton School of Education

Department

Education

Major Advisor

Elizabeth Dinkins

Abstract

Current literature shows that gifted students' experiences often differ from nongifted peers. Similarly, research shows that rural students’ experiences are unique compared to nonrural peers. This study hopes to address the gap in literature on experiences of students at the intersection of giftedness and rurality with the question: How do rural, gifted students in Appalachian Kentucky experience and perceive K-12 schooling? Rural, gifted students exist in the overlap between two unique groups. Using a multi-case study, participants came from three separate school districts in a region of Appalachian Kentucky, with each district being a separate case. Data collection included observations and interviews of participants across three separate school-based settings. Data were analyzed within cases to start, then compared across cases. The data analysis yielded three central themes:

  • student experience is shaped by gifted stereotypes and expectations,
  • industry shapes academic programming and student goals, and
  • students find a network of support from teachers, friends, and family.

These findings confirm current literature that says students are more goal-oriented when they have strong relationships with teachers. This provides a prospective method to expand upon current literature, using industry-driven pathways as a method to engage the greater community as a resource for students. Future studies might focus on repeating the study for nongifted, rural counterparts in the same schools or nonrural, gifted counterparts, to determine if the experiences of the rural, gifted students were unique. Additional inquiries should be made on how to support and develop teachers’ flexibility and capacity as student champions.

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