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This article was downloaded by: [Northeastern University]On: 30 October 2014, At: 09:42Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH,UK
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Achievement Difficulties forthe Academically GiftedRobert R. NelsonPublished online: 08 Jul 2014.
To cite this article: Robert R. Nelson (1998) Achievement Difficulties for theAcademically Gifted, Journal of College Reading and Learning, 28:2, 117-123, DOI:10.1080/10790195.1998.10850059
To link to this article: http://dx.doi.org/10.1080/10790195.1998.10850059
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Robert R. NelsonAchievementDifficulties for theAcademicallyGifted
This case study identifies a gifted student who, in consideration ofpreviousacademic achievement, should be performing exceptionally well. The student, however, has a 4 year history ofwithdrawing from and failing courses,avoids studying, and occasionally rallies at the 11th hour for an averageperformance.
MUCh discussion ahout studentsin academic difficulty at the collegiate level involves either theunderprepared student or the average student who fails to performaccording to mainstream standards. Educators rarely explore the caseofthe mentally gifted student in academic difficulty (see Cordrey, 1986).Yet,as Emerick (1992) says in her research on underachievement amongthe gifted, "There is no problem more perplexing or frustrating thanthe situation in which a bright child cannot or will not perform at anacademic level commensurate with his or her intellectual ability" (p.140).
The poor performance of the academically gifted student presents aproblem that is difficult to solve. The substandard performance-sometimes even an average performance-by the gifted student can be quiteupsetting to the student and his or her family. Consequently, the purpose of this case study is to explore the nature of one student who, inconsideration of previous academic achievement, should be performing exceptionally well, but at times withdraws from or fails courses,avoids studying, rallies at the 11th hour for average performances, thenis still disappointed and discouraged.
Bob Nelson, Ed.D. was directorofthe Livingston Campus Learning Resource Centerat Rutgers where he coordinated learning assistance, supplemental instruction, andstudy skills workshops for a variety ofprograms. He now works for Rutgers'FacultyofArts and Sciences Continuing Education. The student's name is a pseudonym.
Achievement Difficulties 117
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118 Journal of College Reading and Learning, 28 (2), Spring 1998
The StudentThe student, Ruth, is a first-generation, 22-year-old Korean-Ameri
can. Her parents arrived in North America from Korea in the early1970s. Surprisingly, Ruth is not sure of her parents' level of education,although her mother did attend nursing school in Korea. Her fathermanages a local gas station, and her mother never worked outside ofthe home. Her parents spoke Korean when Ruth was young, but stoppedonce Ruth began attending school. Consequently, Ruth can neitherspeak nor understand Korean. Ruth regrets not knowing Korean because she wishes she could be "more in touch with her culture."
Ruth's grammar school education took place in an upper-middle-classsuburban town in the northeastern United States. In third grade, Ruthwas placed in an academically gifted and talented program. She recallshating school and being extremely shy because she felt she "didn't fitin" and "didn't have a lot of friends." Ruth began flute lessons in thefifth grade and won awards for her musical talent. Ruth believed sheexcelled at the flute because she "worked hard at it, liked it, had thetalent, was always 'first chair' in bands, and did well in auditions."
In high school, Ruth had mostly A's and B's and graduated in the top5% of her class. While in the high school band, Ruth won several musicawards. For three years in a row, Ruth was one of 15 flutists who placedin the high school state band and traveled to Washington, DC to play inthe Marine Corps Band. When Ruth took the Scholastic Aptitude 'Tests(SAT), she scored 1470 (verbal 720, math 750). She is not sure why shehad high scores, but says that she always did well in vocabulary exercises and that she thought the SATmath section was "8th-grade math."Ruth believes that her SAT scores are not reflective of her academicability, commenting, "It's only one test, and people can't be judged bythe results of only one test." Ruth believes that she ranked so high inher graduating class (18 out of 414) because the courses where easyand she could "get A's without effort." Ruth mentioned on several occasions that high school tests and assignments were always easy andrequired little preparation. Although she was in advanced placementand honors courses throughout high school in math, science, English,history, and foreign language, Ruth maintains that her courses werenot particularly challenging, and that she could consistently mastercourse material just by "paying attention in class" and "studying thenight before a big test."
Ruth at MITUpon early acceptance to Massachusetts Institute of 'Technology (MIT)
on partial financial aid in the fall of 1993, Ruth immediately became
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Achievement Difficulties 119
involved in extra-curricular activities-the college symphony, crew, anda part-time job as a clerk in the Communications Department 10 hoursa week. She declared herself a Chemistry major because she was interested in the sciences and had liked chemistry more than biology andphysics. Ruth took the first year core requirements, but she began cutting classes as soon as she had trouble understanding the course work.Ruth recalls that the lectures were "ineffective" and that it was "discouraging to sit in class and not follow the professor-it never happenedbefore." Consequently, she failed all her courses. Ruth said, "I went into take the tests just as a joke. I wasn't prepared at all." The secondsemester Ruth took classes over again and passed all the courses (firstyear courses are pass/no record at MIT). Ruth says she passed becauseshe "heard the material a second time and came to class" and "hadmore time" because she quit her job with the Communications Department.
When Ruth began her second year at MIT, an academic advisor encouraged her to cut down on her activities. She quit crew and symphony, but did take a part-time job in the library. She took two chemical engineering courses, an organic chemistry course, and a literaturecourse. She dropped one of the chemical engineering courses becauseshe fell behind, but she received two B's in the remaining sciencecourses and a C in her literature course. In the spring semester, however, Ruth failed her chemical engineering and thermodynamics coursesbecause she stopped going to classes and did not do assignments. Ruthrecalls: "The homework was too difficult and I stopped going to class."She admits trying to study with a friend who had little trouble with thecourse material, "but it didn't work." She "couldn't do the equations,"was "really clueless," and was "really frustrated and discouraged." As aresult, Ruth was given a "required withdrawal" notice from MIT. Although academic counselors did speak with her and she acknowledgedthat they were "available and did care," she said that she was "beyondhelp." When asked if professional counseling was ever mentioned, Ruthsaid that there were never any referrals to counseling and that she didnot think a clinician could help because she was "not receptive to help."Ruth kept her failing grades from her parents, who were not aware ofher academic struggles until they received a probation notice after herfirst year. They suggested that she cut down on her extracurricularactivities. When they found out that she was required to leave MIT,they were "disappointed."
Ruth at the State UniversityRuth moved back home and took two summer economics courses
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120 Journal ofCollege Reading and Learning, 28 (2), Spring 1998
and a music appreciation course at the state university. She receivedtwo A's and one B. She applied for transfer into the state university,and upon rejection, attended the part-time evening college under probationary status in the fall 1995 semester. Ruth reported that it wasdifficult to convince her parents to allow her to transfer to a state university. At the time, they were "horrified" because to them "the idea oftransferring from MIT to a state university was similar to failing out."
As a chemistry major, Ruth received B+ S in her quantitative methods and organic chemistry laboratory courses, and an A in Intermediate Micro Analysis. However, she failed her chemical bonding coursebecause she "fell behind and quit." During this fall semester, she alsowithdrew from her required writing course because she "put off working on the assignments and withdrew before the deadline." She became part of the university concert band, but quit to join the marchingband.
During her second semester at the state university, Ruth withdrewfrom an organic chemistry course and failed her other two chemistrycourses. Ruth attributes this failure to "getting discouraged" and "cutting classes." Ruth also failed her required writing course because shestopped going to class.
The Learning AssistanceThe following summer Ruth went to the university's Learning Re
source Center because she "wanted to do something about [her] academic problems and time management." She met three times with agraduate student who advised her to write out a time diary so she couldmonitor how she was spending her time. He also told her to breakdown assignments in an academic goal-setting booklet. She did not dothis because she "didn't think it would help." During the summer, Ruthwithdrew from her writing course which she had failed the previoussemester, but she received two B+ 's in economics courses and an A inher statistics class.
Beginning her second year at the state university, Ruth changed hermajor to Economics because "it would be easier to graduate." After 6weeks into the fall semester, she began meeting with a Learning Resource Center learning specialist for academic assistance because shewas "concerned about poor mid-term grades and felt pressured." Thelearning specialist noticed that she spent much time in social activities. She was in the marching band and worked 9 hours a week as aconsultant in a campus computer room. She also tutored a local grammar school student 6 hours a week. Ruth "doesn't have to work" butlikes having spending money to go out with friends to eat and shop.
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Achievement Difficulties 121
The learning specialist noticed during the first meeting that Ruth didnot make any study schedules, even when pressured by impendingexams. Consequently, her weekly sessions with the learning specialistusually consisted of a collaboration to establish a weekly study schedule. Ruth received a 2.5 grade point average that semester, and for thefirst time did not fail or withdraw from a course during a full-timesemester at the university. Ruth also received an A in Financial Economics. Ruth believed that the weekly appointments helped her passher courses because the learning specialist made her "aware of theneed to study" and "got on my case and made me study at specifictimes."
At the beginning of each session, the learning specialist would askher about her previous week of studying. Usually, Ruth only adheredto one-third of the study schedule she had agreed to abide by, and didalmost all of her studying the evening prior to the exam, sometimesuntil 4:00 a.m. Ruth admitted to wasting time "talking with friends,surfing the web, and watching television." Thward the end of the semester, the learning specialist asked Ruth if she thought that the weeklymeetings helped her and if she would like to continue them for thenext semester. She replied that had she not met weekly with the learning specialist to establish a study schedule, she may not have studiedat all.
Confidence, Roles Models, and a Long-Term PerspectiveOn several occasions, the learning specialist said he thought Ruth
was extremely bright, and Ruth discounted the compliment, insistingthat high SAT scores and exceptional high school grades did not indicate ability. Someone with academic ability "isn't frustrated, is good atsolving problems, and understands physics and quantum mechanics."Ruth also admires people who "write easily" and can "write an argument."
Ruth considered changing her major because she was "not interestedin and not familiar with economic events," but she had "no idea" whatshe would choose as a new focus. Ruth decided to stick with Economics so she could "focus on graduating" by the 1998 spring semester.
When Ruth took the Learning and Study Strategies Inventory(Weinstein, Palmer, & Schulte, 1988), she scored in the bottom 10thpercentile in Attitude, indicating little interest in succeeding in university, and in the lowest percentile in Motivation, indicating little desireto do the specific tasks required to succeed.
Ruth had no academic role models. Neither of her parents had anypostsecondary education. Ruth admired some teachers, but there was
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122 Journal of College Reading and Learning, 28 (2), Spring 1998
no particular inspiring role model in high school or college who hadany effect on her personal ambitions. This lack of contact with faculty"worried" her because she "might need recommendations from teachers some day."
In 1996, Ruth had made several appointments with Career Serviceswhere she took a widely used interest inventory and learned that sheshould consider becoming a medical records technician. She had nointerest in this career. She said the inventory may have identified thisline of work because she responded to the questions as she thought aChemistry major should. Ruth felt that the test results and interviewswith a career counselor provided her only with options such as teaching and graduate school, and did not offer her any direction.
Social Activity and Academic AchievementAlthough Ruth would not stick to a planned study schedule, she still
made almost all of her weekly learning assistance appointments. Onthe one occasion she could not attend, she phoned the Center in advance to notify the learning specialist that she could not make theappointment. She was also usually on time. When she arrived 10 minutes late for one of her appointments, she was quick to apologize.
The learning specialist believed Ruth attended the sessions becauseshe enjoyed talking with him. She seemed very sociable. Although Ruthhad reservations about being the subject of a case study, she was verywilling to discuss her background with the hope that it would help herimprove her academic performance. This behavior was also identifiedby the graduate learning assistant who had worked with Ruth. WhileRuth did not complete the activities he had suggested to help her manage her time and work toward her academic objectives, she was friendlyand talkative and seemed to want to improve her academic standing.
Her desire for continual social interaction was further demonstratedby her need to be a member of clubs. Although quitting the marchingband at the state university because it took up too much ofher time (10hours a week, plus occasional weekend travel to away games), she joinedthe music fraternity which took up 5 hours a week. Ruth also tried tomesh social interaction with study hours. Both at MIT and the stateuniversity, Ruth wasted a lot of time trying to combine social activitywith test preparation. She reported on several occasions that she wouldset aside study time with a friend prior to an exam, only to waste thetime talking, surfing the net, and watching television. It took the learning specialist several attempts to convince her that it would be in herbest interest to study alone.
While Ruth struggled during the fall and spring semesters, she did
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Achievement Difficulties 123
well in her summer courses. Ruth had a 3.5 GPA for the 11 courses shetook over the four summers at the state university. Despite her coursefailures during her full-time semesters, her summer courses helpedher obtain a 2.8 GPA. Ruth believes she earned high grades in summercourses because she could focus on one or two courses at a time.
Now What?Despite Ruth's early academic promise, despite summer school suc
cess, despite the emotional and financial support of her family, despite her temporary rebounds from failure, and despite help and encouragement from the learning specialist, Ruth remains unconfidentin her ability to succeed as a student and unable to develop any longterm perspective for herself. Ruth recognizes that she is not performing to the best ofher ability, she is disappointed in herself and wants toget better grades, and she has asked for assistance from a learning specialist. The learning specialist has concerned himselfwith helping Ruthestablish a study plan week by week, but has not been able to instillthe desired degree of confidence and independence that he would likeher to acquire. Ruth mentions to the learning specialist that she is thinking of taking a year offbecause she feels "burnt out." When asked howlong she has felt "burnt out," she replies, "The last 5 years."
Questions1. What is the next step in assisting Ruth to perform to her potential?2. What testing, if any, would be appropriate for Ruth?3. What mistakes might some academic support specialists make that
could alienate Ruth?4. How much of a role should an academic support specialist play in
altering the basic conditions that may be creating present difficultiesfor Ruth?
5. When is terminating assistance to Ruth appropriate?
ReferencesCordrey, L. J. (1986). A Report on former MGM-Gate students at Fullerton College,
Fullerton, California, 1985-1986 (Rep. No. 143). Fullerton, CA: Fullerton College, Officeof Research and Planning. (ERIC Document Reproduction Service No. ED 275 355).
Emerick, L. J. (1992). Academic underachievement among the gifted: Students' perceptions of factors that reverse the pattern. Gifted Child Quarterly, 36(3), 140-146.
Weinstein, C. E., Palmer, D. R., & Schulte, A. C. (1988). The Electronic LASSI: Thecomputer version of the Learning and Study Strategies Inventory [Computer software].Clearwater, FL: H & H Publishing.
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