Future Problem Solvers Leadership and Self-Identity Examined: An Interpretative Phenomenological Analysis

Abstract

The United States has more than 3 million students identified as gifted. Federal law recognizes the unique needs of gifted students, although no mandate, provisions, or requirements are given for gifted services. Only 35 of the 50 states have requirements regarding gifted education, some only mandate identification, while other states define gifted programming. Educational programming options vary from state to state, creating inequities in gifted services. The lack of consistent instructional practices and programs taught in gifted classrooms to prepare students for 21st-century learning has become a problem in gifted education. The purpose of the qualitative interpretative phenomenological analysis study was to explore how the Future Problem Solvers (FPS) program influenced the exhibiting of 21st-century skills for leadership and self-identity in college and careers of former FPS participants. The constructivism–interpretivism framework theory was utilized to understand the influence of behavior, actions, and experiences. Semi-structured interviews were conducted from 11 previous FPS participants located all over the world to gain insights into the meanings, perceptions, and experiences associated with the program. Data collection and triangulation of transcribed interviews using NVivo data analysis software obtained thematic analysis, patterns, development of themes. Member checking of research and/participant notes was conducted for accuracy and clarity. Findings of the study may provide insights into gaps in gifted program services and provide best practices for gifted programming; educational leadership; self-identity; science, technology, engineering, and mathematics education; 21st-century learning. Implications confirm the FPS program contributed to college and career readiness of participants confirming the need for consistence practices in gifted education.