April is a mixed bag, full of contradictions. It brings
gorgeous flowers…along with seasonal allergies. It also marks the end of the
long decision-making process for many high school seniors deliberating over
choosing the “right” college. A time of excitement and joy for some, disappointment and sober reflection for others, and chaos and confusion for many more, April
can wreak havoc on students and families who must wrestle with this critical decision.
Identifying the “right” college for a gifted, high ability
student carries an additional burden. Just when advocating for appropriate
educational services might seem to be over, the weighty impact of choosing the best
college looms large.What is best for a gifted student? Is it a high-reach, tippy-top ivy league or liberal arts school? A small, non-traditional college where the student receives a lot of individual attention? A prestigious technology school? A large university with an honors college? Or is a moderately competitive school where the student feels less academic pressure and can stand out as a leader the best option? How much actual choice do students really even have, given the highly competitive admissions process, the sobering reality of cost (or financial aid availability), and the mitigating variables that impact every student's decision, such as location, weather, school size, proximity to home, and course of study?
The right fit may be the most important criteria for
success. But what exactly is fit? And
how does a gifted student determine what fit is right for him or her? Fit is
that intangible, hard to describe feeling a person experiences when he or she
feels comfortable, challenged and supported. It occurs in situations where
there is sufficient safety, encouragement, respect, and social support, along
with creative and intellectual challenge. Most gifted students have weathered enough
academic and social experiences in high school to possess some sense of what they
find intellectually stimulating or boring. They know where they feel
comfortable socially and what types of individuals appeal to them.
The fit factors that
gifted students need to consider along with other variables when selecting a college
include the following:
1. How important is my peer group to me? Is it
critical for me to be with like-minded peers who are similar intellectually, or
am I comfortable with a variety of interests, outlooks and abilities? Did I
blend in easily with peers of all abilities in high school, or did I primarily
gravitate toward the other gifted students? Was I uncomfortable with students
who were different and sometimes feel like an outsider? Or did I enjoy being
different, and appreciate standing out as a leader or being recognized for my
strengths?
2. Is a challenging intellectual environment
critical? Would I feel bored if I had to sit through classes that were not
stimulating? On the other hand, if I was able to “slide by” academically in
high school, am I up to the challenge of a demanding workload? Is it time to pick up the pace and actually
challenge myself for the first time? If I was a perfectionist in high school,
do I need to consider how I will feel in an environment where I do not always
succeed at everything? Would competition with equally talented peers create too
much stress?
3. Does the school offer creative, challenging
outlets for involvement beyond classroom assignments? Are the faculty readily
accessible for consultation and willing to encourage research or creative involvement? Will
I have opportunities for the extra-curricular activities I enjoy, can I pursue
topics of interest in depth, and will I have the freedom to design a program
that allows me to grow intellectually and creatively?
4. Where do I think I will fit in the best? Where
do I see myself feeling the most comfortable, respected, well-liked, supported,
challenged, and inspired? Where can I have fun in a way that allows me to
pursue my interests and be true to myself? Where can college be a catalyst
toward personal and professional growth, rather than a distraction from
accomplishing my goals? Identifying a
list of personal needs regarding fit and prioritizing them can be invaluable.
While the above questions are relevant for any college-bound
student, they are particularly important for gifted teens, since the stakes are
so high. Gifted individuals can become impatient with slow-paced, rote learning
and will lose interest in a program that is not appropriately challenging. If a
gifted student is surrounded by peers who are bored and disinterested, or if the teaching is substandard, the student may lose
respect and interest, and also disengage. If the student feels ostracized by
peers, cannot find an accepting group of friends, or is unable to identify any
activities of interest, he or she will be unfulfilled.
What is most important is to envision how it would feel to live, eat, sleep, learn and play at a particular school, and how this will facilitate your educational, personal and professional growth. What will be the right fit for you?
What is most important is to envision how it would feel to live, eat, sleep, learn and play at a particular school, and how this will facilitate your educational, personal and professional growth. What will be the right fit for you?
I do like your preference on fit, because the character of a school can often be overlooked when students choose where they will live and learn for another four or so years. Also, schools do tend to have wildly different cultures and student personalities, which can easily create environments that would either estrange or embrace different people. This tends to be overlooked when ambitious students plan their college years as a path to career success and neglect to consider their happiness during their college years.
ReplyDeleteHowever, when you question how much choice students have in their choice of a college, wouldn't the admissions process not matter because the choice comes after acceptance (I assume you're still referring to April)? Also, cost can certainly be a big external constraint on choice, as can parental preferences for location or a specific school itself (which could predetermine weather and proximity to home). Nevertheless, wouldn't preferences for course of study, school size, and location, after accounting for parental influence, be further choices for a deciding student to make?
In your last paragraph, I do feel like you make some pointless claims, though. While gifted students can struggle in an environment of disinterested peers, a bad teacher, or lack of friends or activities, so can anyone else. Also, if gifted or not gifted students could imagine what it would be like to live, eat, sleep, learn, and play at a particular school, the choice would probably be a lot easier. Most of them don't have any experience to base an expectation on for what it would be like to be at school, which is why they struggle with college decisions in the first place.
Stan,
ReplyDeleteI appreciate your points.
Just to clarify, perhaps...
I agree that course of study, location, cost, etc., along with the college's acceptance decision all clearly weigh in on making the choice. A lot of the decision process occurs during the initial application, and the right "fit" needs to be considered during that time.
The final decision, when acceptances come in during late March, often requires last minute scrambling to come up with a quick choice, and sometimes the "fit factor" gets lost in the decision-making process.
I agree that any student will thrive in an environment with involved peers, great teachers, etc. However, the stakes can be higher for gifted students because they sometimes bring a higher level of impatience, hunger for knowledge, and aversion to rote learning to the table. After years of feeling out of sync with peers in high school, many long for a college experience where they can be with like-minded peers, and if they feel they cannot connect, it may be particularly difficult for them.
I also agree that most students have no idea what college will be like, so cannot imagine what to expect. However, envisioning ALL aspects of college life ahead of time helps as much as possible in the decision-making process. It can be particularly helpful if parents and teachers can offer some guidance in this effort.
Again, thanks for your comments.
Thanks for giving useful information.
ReplyDeleteGreat article ...Thanks for your great information, the contents are quiet interesting. I will be waiting for your next post.
ReplyDeleteHow early do parents of a gifted child really start planning their education path in order to select , apply , and be accepted to desired college ? With the addition of acedemkc scholarship? My son who is gluing to Mille School in 2015-2016 has been asking me this question and this was discussed during Parent night at The middle school. He is gifted with an IQ of 146 . Our plan was to take advantage of AP/Honors course and College Credit courses while getting him to graduate a year early .
ReplyDeleteIrene, Difficult journey, but not impossible. Read as much as you can. Get on websites where you can gather information. See my other blog post, http://giftedchallenges.blogspot.com/2014/11/ten-essential-tips-to-help-your-gifted.html, for more thoughts. Good luck. Gail
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ReplyDelete