Table Of Contentt t e :
hrouGh heir yes
Students’ Perspectives
of a University-Based
Enrichment Program—
The University for Young People Project
by Susan K. Johnsen, Mary Witte, and Jennifer Robins
Gifted students from economically disadvantaged back- gram on Baylor’s campus; a weekend Interdisciplinary
grounds are frequently underrepresented in gifted and Creative Problem Solving Conference (ICPSC); and
talented programs (Borland & Wright, 1994; Ford, 1996; monthly Super Saturday activities. The goals of these
Worrell, Szarko, & Gabelko, 2001). This problem has been discussed activities are to (a) identify and nurture students’ inter-
in the research literature for more than 30 years and continues to per- ests and possible career goals; (b) integrate the students
sist (Johnsen, 2003). A number of factors have been identified that into enrichment activities that develop these interests;
appear to limit gifted and talented services to this population: nar- and (c) provide ongoing support to students and their
row concepts and definitions of giftedness, restrictive identification parents.
procedures, inadequate programming, and environmental factors
such as social support systems (Coleman & Gallagher, 1995; Diaz, Participants
1998; Hébert, 1998; Olszewski-Kubilius, Grant, & Seibert, 1993;
Passow & Frasier, 1996; Tomlinson, Callahan, & Lelli, 1997). This article will focus on 5 cases from one cohort
In attempting to address this important issue, professionals have of 40 students who participated in the UYP Project
developed and implemented a variety of interventions (Awaya, 2001; during 1999–2002. Of the gifted students in this
Borland, Schnur, & Wright, 2000; Johnsen & Ryser, 1994; Maker, cohort who received need-based scholarships in
Rogers, Nielson, & Bauerle, 1996; VanTassel-Baska, Johnson, & Avery, 2002, 9% were in the 4th grade, 21% in the 5th
2002). This article will examine one of these interventions, enrichment grade, 17% in the 6th grade, 27% in the 7th grade,
in a university setting, and describe the students’ perspectives toward the 20% in the 8th grade, and 6% in 9th and 10th
program and their growth in interests and career goals. grades. Approximately 4% were Asian American,
Since 1999, Baylor University, in collaboration with the City of 42% were African American, 34% were Hispanic,
Waco, has provided scholarships for enrichment activities to gifted stu- and 20% were White, which is representative of the
dents from economically disadvantaged backgrounds. These students urban school district in which they were enrolled.
participate in the University for Young People (UYP) summer pro- The majority of the students were female (59%), and
56 summer 2006 • vol 29, no 3
Students’ Perspectives of a University-Based Enrichment Program
41% were male. Ninety-three percent and lunch in a dormitory cafeteria, a the student’s development, particu-
of the these students had siblings, and period of free time to spend with their larly in his or her interests, and his
65% lived with both parents. All of group and mentor after lunch, and or her perspectives of the university-
these students had to meet the pov- three selected courses that matched based enrichment program. Five cases
erty guidelines established by the their interests. Each course lasted for 2 of students who participated in the
U.S. Office of Housing and Urban weeks, so students were able to take a UYP program for at least 3 years were
Development. total of six courses during the summer selected as representative examples of
To enter the program, each of the program. As the summer progressed, their interests and their viewpoints of
students completed an application the mentors began to know the UYP the program. The grade listed next to
packet, which included intelligence Project students better and were able each student’s name is the grade in
and achievement test scores, teachers’ to help guide subsequent selection of which he or she was in during 1999.
and parents’ ratings, a goal statement, courses for the second session.
and a product or performance that Following the summer activities, Findings
showed an area of talent. UYP staff the director and the mentors planned
and teachers who served gifted stu- monthly follow-up activities with the Jonathan (Eighth Grade, Hispanic)
dents in the district assisted the par- parents, students, and their teachers.
ents and children in completing the Some of these included classroom Interests. In his journal and on
applications in Spanish or English as enrichment options, monthly Super
his evaluations, Jonathan described
needed. A UYP committee reviewed Saturday events, the weekend ICPSC,
his developing interests in computers
each of the applications, noting university cultural and sporting events, and drawing. On his first-year evalu-
strengths and weaknesses, and rec- and at-home activities. To encourage
ation of the summer program, he
ommended students for participation the high school students’ participation, enjoyed “computers, investigations,
based on their performance, interests, new courses for UYP were developed
and French.” He mentioned that he
and economic need. for this age group each year, with an wanted to continue learning about
option to assume the role of a paid
computers. He felt that his best work
Program junior mentor during their junior or
was in the independent study class,
senior year of high school.
one in which students could pick a
Each newly identified student topic of interest, gather research, and
Data Collection
and his or her parents were invited to develop a product to present to the
attend an April meeting to register for and Analysis class and the mentors at the end of the
UYP summer classes. At that time, the course. During his second year in the
project director discussed the courses A case study was maintained for program, he enjoyed hands-on activi-
and helped the students identify which each of the UYP Project students. ties such as kite making and draw-
ones might match their interests. Data included in each case were UYP ing. He also enjoyed learning how to
After registration, the students were application information (test scores, do “reports, spreadsheets, Microsoft
placed in peer groups with a mentor nomination checklists, products); PowerPoint, drawing, and some other
and attended a presummer meeting to dialogue journals (daily written inter- stuff in [his] computer class.” His
become familiar with their cohort of actions between the mentor and the mentor mentioned that Jonathan
nine other students, their mentor, and student); reflection logs (daily and enjoyed the Super Saturday class on
the university campus. For the most weekly summaries of the mentors’ sculpting. She said, “He really enjoyed
part, none of the students had ever observations of individual students’ this class because he was able to create
been on a university campus before, strengths and weaknesses); student a number of different figures with the
even though Baylor was within walk- and parent interviews; and evaluations clay. They were given the freedom to
ing distance of many of their homes. from parents, students, and teachers create what they wanted. This is one
During June, the students about the program. of the first times I have seen Jonathan
attended UYP enrichment classes on Each student’s case study was so focused and enjoying a class for the
campus for 4 weeks from approxi- analyzed independently. The docu- whole entire time.” On another Super
mately 9 a.m. to 4 p.m. each day. Their ments within the case study were Saturday, he mentioned to his mentor
daily schedule included breakfast compared and contrasted to examine that he was taking art in school, “Mr.
gifted child today 5
“. . . Gutierrez makes me strain my cre- iMovie and all of his Lego creations
eduCation ativity—it’s hard!” During Jonathan’s that were developed in his Lego engi-
third year, he continued to write neering course. He added, “I was able
about his interests in computers and to build whatever I wanted instead of
is a very
drawing. being told what to build.” He wanted
Career Goals. His career interests to continue learning about Japan,
important appeared to relate to the courses that computers, drawing, and advanced
he was taking on campus. For exam- Web pages. He said, “I’m glad I can
. ple, Jonathan was excited about being come back next year again.”
part of life
accepted into an urban magnet school
that focused on technology because Candice (Fifth Grade, White)
i
t praCtiCally “I get my very own laptop to use.”
During his third summer, Jonathan
Interests. During her first summer
also began asking questions about at UYP, her mentor noted that Candice
determines
coming to Baylor—“When and how
enjoyed physical activities, computers,
can I get a scholarship here? I like it
math, French, and music. Candice
whether here cuz [sic] it isn’t far from my house
mentioned that she enjoyed perform-
and some of the buildings are nice.
ing in a play and thought UYP “was
i Also, I’m very familiar with the cam-
or not am cool because I learned more” than she
pus.” His mentor said that Jonathan
did in school. She liked iMovies the
has maintained his interest in attend-
best during the third summer of the
suCCessful ing college and wants to go to a local
program. She also wanted to continue
university or technical school.
learning about sculpting. Her mother
.” Attitudes Toward UYP. During
in life noted that she did not notice any new
his first year, Jonathan mentioned
interests at home because Candice was
that he liked the independent study
busy “playing softball,” which “takes
class and a class on space. He did
up a lot of time.”
not like his Puzzles of the Past class
Career Goals. During the second
(an archaeology course studying past
year, Candace wrote in her dialogue
human cultures) or his calligraphy
journal that her career goal was to be
class. He was moved to a class focus-
a teacher “at Baylor or . . . to teach
ing on the science of kites instead.
the 5th graders. . . .” During the
He said, “Kites is way better than
third year, Candice mentioned that
calligraphy.” During the second year,
she wanted to go to college and play
Jonathan attended UYP for one half
softball. She believed that UYP was
of the day and a computer academy at
his new magnet school the other half “helping me with my academic skills,
of the day. According to his dialogue and it’s bringing me one step closer to
journal, Jonathan was “happy I get to getting an academic scholarship for
come half a day.” His favorite class college.”
was a multimedia course because “we Attitudes Toward UYP. On her
got to look on the Internet and every- first year evaluation, Candace men-
thing.” He also asked if there were tioned “I hope I come next summer!”
any drawing classes open for the sec- A few years later, Candice wrote “my
ond session of UYP. During the third favorite thing about UYP this year
year, he mentioned that he enjoyed, [third year] is when I see my friends
“learning things I never and my classes. My favorite class
knew, like how to make for the first session was iMovies and
an iMovie.” He felt his for this session, I would have to say
best product was his WebQuest.”
58 summer 2006 • vol 29, no 3
Cynthia (Fifth Grade, White) Her second-year evaluation said that
she enjoyed the “field trip to the Shale
Interests. In her second-year Pit,” “taking pictures,” and learning
journal, Cynthia said, “I am very “new art techniques.” She described
interested in space. I want to be an her art product as “very creative” and
astronomer when I grow up. I saw enjoyed “our play in Shakespeare.”
Apollo 13, too, and it was good.” On On her third-year evaluation, Cynthia
her third-year evaluation, she noted liked her Lego engineering course,
that she wanted more classes in com- WebQuest, and lunch. She felt that
puter and in engineering. She men- her scratch-art drawing was her best
tioned that “I LOVE [sic] my Japan product during the first session; dur-
class. It’s fun and right now there are ing the second session, she liked her
only 5 students . . . so we get to learn a iMovie and her Web page “because I
lot.” She also mentioned to her men- worked hard on them.” Her mother
tor that she keeps “a poetry journal mentioned that “she has discussed her
at home.” Throughout her dialogue classes and she is crazy about UYP.”
journals, Cynthia draws faces similar
to those found in Japanese animated Fabian (Seventh Grade, Hispanic)
video games.
Career Goals. In the fifth grade Interests. Fabian’s favorite courses
Cynthia mentioned that she wanted at UYP the first year were photogra-
to get a Ph.D. in astronomy and be an phy, creative writing, and French. He
astronomer. Her hero is Einstein. When added in “photography, I learned how
her mentor asked her why she became to develop black and white pictures.”
interested in space, she responded, “I He also was “learning to have a con-
decided to be an astronomer when versation in French. I’m surprised that
my dad told me about the Big Bang I learned how to.” In a 2000 follow-up
theory.” During a third-year interview, log, his mentor mentioned, “Fabian is
Cynthia said that education is “okay” a very creative person. He really enjoys
and that her aspirations were to “get making original art and loves to do
a Ph.D. in astronomy . . . because I this kind of work.” During the second
think space is really fascinating.” year of the program, he “liked debate
Attitudes Toward UYP. During her and WebQuest the most.” During
first year in the UYP Project (following the third year, his mother mentioned
her fourth-grade year), Cynthia wrote that Fabian’s strength was debating
in her dialogue journal that UYP was and his weakness was sports. In his
“GREAT!!!” She enjoyed her French, third-year interview, Fabian said “one
PE, and space classes. She said, “In of my strengths would be that I like
one of my classes I had to build a mini to read and enjoy learning. A weak-
Mars base. This was outstanding for ness of mine would be that I am not
me because I got to sort of experience very outgoing.” His mentor reported,
life on Mars.” In her first-year journal, “Fabian is not very comfortable in
she wrote lengthy descriptions about physical activities and would rather
each of her classes. She described all read. . . . He enjoys the ‘Harry Potter’
of her classes as “really fun.” One of books.”
her comments about a product is Career Goals. In a first-year inter-
very telling: “My brochure turned out view, Fabian said that he wanted to
really neat. I’m in love with it and I “go to college and become a doctor.”
won’t let anyone except me touch it During a third-year interview, Fabian
unless they’ve washed their hands.” said “I feel that education is a very
gifted child today 59
Students’ Perspectives of a University-Based Enrichment Program
important part of life. It practically it’s just a feeling that I get of the free- Career Goals. In his third-year
determines whether or not I am suc- dom to write anything I want.” In his interview, he said “I think that it is
cessful in life. I feel that in my life I second year dialogue journal he wrote, very important to get an education to
will need to and want to go to col- “I’ve had a great time so far and hope survive in the world.” He added that
lege.” He added in his interview, “In that I get to have the privileage [sic] his goal was “to go to college and get
fact, setting goals is like pretending. of coming next year.” At the end of all my degrees or diplomas that I can.”
Without goals I would have nothing his journal, he wrote “UYP has been His mother said, “I feel that an educa-
to strive for.” In answer to a question very educational and fun. The classes tion is very important. I really want
about his goals in his third-year inter- are all so fun and creative. It gives us Robert to get a good education and
view, Fabian said, and you something to do over the to be successful.” She added, “I would
summer. Without it right now I’d be like to see Robert graduate high
My long term goals are that I rotting my mind watching TV.” school and college and get a good job
go to college and become what- in a field that he enjoys.”
ever I desire. Since I was 6 I had Robert (Sixth Grade, African Attitudes Toward UYP. During
wanted to become a doctor/sur- American) Robert’s first year, he said, “I liked
geon, but I’ve explored other
everything.” His mother said, “Robert
careers and now I really don’t Interests. On his application his
is constantly talking about his classes.
know what I want. Sometimes mother mentioned that Robert liked
He particularly discusses all he has
I think about Marine Biology singing; playing violin, cello, and
learned about various sports heroes.”
and other times I think about bass; and sports. She said, “Robert
Robert mentioned how much he
becoming something that has is very advanced in his mathemati-
liked French in his journal. He also
something to do with NASA. cal skills. He loves music and sing-
mentioned that “UYP has helped
ing performing, and playing musical
me by teaching me things I’ve never
He said to his mentor: instruments.” During the first year,
heard about and now I can use those
Robert said that he enjoyed the
abilities. THANKS [sic].” The sec-
UYP has shown me through Sports Heroes and PE courses the
ond-year mentor reported that Robert
classes and mentors that it is best. “I learned about Earl Campbell
appeared to like his classes except for
not impossible to go to college. and in PE I learned how to play foot-
leadership, although in responding to
It has also prepared me for a ball with a frisby [sic] and I learned
his mentor in his dialogue journal, he
college campus. I believe that I how to make space art.” After the
said [about leadership class], “I found
need to get familiar with Baylor first year, his mother said on her
out that I’m independent.” During
campus because I will probably evaluation, “Robert has begun to
the third year, Robert felt that his best
come here. I also made many collect different items: space materi-
products were those developed in his
friends that attend Baylor or als, quarters, and models of differ-
calligraphy, building bridges (engi-
attended and when I need help, ent modes of transportation. These
neering), and scrapbook classes. In his
they will help me. items are displayed throughout his
interview, Robert mentioned, “I love
bedroom.” During the second year
to take the classes here.” His mentor
His mother said during an inter- of the program, Robert stated that
noted that Robert “enjoyed going to
view with the mentor, “Education is he enjoyed basketball, especially the
the library. . . . Robert . . . wanted to
very important to the children. I want Lakers. The mentor reported that “he
sit around and draw.”
to learn English well. Be with them talks about [the Lakers] the majority
more.” She added, “I want my kids to of his journaling.” During the third
Conclusions
finish a career.” year, his mother said, Robert “talked
Attitudes Toward UYP. During a lot about his building bridges class
the first year, Fabian said in his evalu- and also the scrapbook class. . . . He These five students illustrate some
ation that he enjoyed “My classes and became interested in art and I had of the characteristics that we discov-
mentor. [A]ctually it was all a blast!” not noticed that before.” In her ered about many of the talented UYP
He mentioned in his journal “I like interview, his mother said, “Robert’s Project students. First, while they had
creative writing because we can write strengths in school would be math a variety of interests, they appeared
a book about anything we want. And and athletics.” to enjoy technology, the visual arts,
60 summer 2006 • vol 29, no 3
Students’ Perspectives of a University-Based Enrichment Program
performing, and developing products will make these aspirations become a to meeting the needs of gifted stu-
in their areas of interest—whether reality. GCT dents (pp. 201–214). New York:
writing a book or a poem, develop- Teachers College Press.
ing Web pages or brochures, or build- References Johnsen, S., & Ryser, G. (1994).
ing bridges or kites. These products
Identification of young gifted chil-
seemed to enhance their self-efficacy
Awaya, A. (2001). Equitable access dren from lower income families.
about learning (e.g., [I was] “learn-
to excellence: Opportunities for Gifted and Talented International,
ing things I never knew”) and their
gifted education to an under- 9, 62–68.
beliefs about their skills (e.g., “now
represented population through Maker, C. J., Rogers, J. A., Nielson,
I can use those abilities”). Second,
open enrollment. Journal for the A. B., & Bauerle, P. R. (1996).
they enjoyed courses that were chal-
Education of the Gifted, 25, 177– Multiple intelligences, problem
lenging and matched their interests.
197. solving, and diversity in the general
As Cynthia noted, she was able to
“build a mini Mars base,” which was Borland, J. H., & Wright, L. (1994). classroom. Journal for the Education
of great interest to her “because [she] Identifying young, potentially of the Gifted, 19, 437–460.
gifted economically disadvan-
got to sort of experience life on Mars.” Olszewski-Kubilius, P., Grant, B., &
taged students. Gifted Child
Third, these youngsters began devel- Seibert, C. (1993). Social support
Quarterly, 38, 164–171.
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Borland, J. H., Schnur, R., & Wright,
Becoming familiar with a campus set- gifted: A framework for develop-
L. (2000). Economically disad-
ting increased their beliefs that college ing programs and services. Roeper
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might be an option for them, not an Review, 17, 20–25.
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impossibility. Finally, for some of the
Passow, A. H., & Frasier, M. M.
positivist inquiry into individual
students, social aspects were as impor-
(1996). Toward improving iden-
and family adjustment. Gifted
tant as academic aspects. For example,
tification of talent potential
Child Quarterly, 44, 13–32.
Candice mentioned that her “favorite
among minority and disadvan-
Coleman, M. R., & Gallagher, J. J.
thing about UYP this year is when I
(1995). State identification poli- taged students. Roeper Review, 18,
see my friends. . . .” Similarly, Fabian
cies: Gifted students from special 198–202.
felt that he was building social capital
populations. Roeper Review, 17, Tomlinson, C. A., Callahan, C. M., &
for his future years at the university
when he said, “. . . I also made many 268–275. Lelli, K. M. (1997). Challenging
friends that attend Baylor or attended Diaz, E. I. (1998). Perceived factors expectations: Case studies of
and when I need help, they will help influencing the academic under- high-potential, culturally diverse
me.” achievement of talented students young children. Gifted Child
Teachers and administrators will of Puerto Rican descent. Gifted Quarterly, 41, 5–17.
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developing programs for students Ford, D. Y. (1996). Reversing under- & Avery, L. D. (2002). Using
from economically disadvantaged achievement among gifted Black performance tasks in the iden-
backgrounds. Designing curricula students. New York: Teachers
tification of economically dis-
based on students’ interests that have College Press.
advantaged and minority gifted
tangible products appear to motivate Hébert, T. P. (1998). Gifted Black
learners: Findings from Project
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46, 110–123.
also enjoy the camaraderie of friends ment and underachievement.
Worrell, F. C., Szarko, J. E., &
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continued on page ??
just need advocates and programs that tion: Contemporary approaches 80–89.
gifted child today 61
