Understanding How Twice-Exceptional (2e) Individuals Navigate Adolescence: A Grounded Theory Study

Abstract

The topic of this dissertation and study involves the development of twice-exceptional (2e) individuals through adolescence. This topic was explored by considering the perspective of 2e persons who self-identified as having transitioned successfully into adulthood, where the problem is that being both 2e and an adolescent can be challenging and positive developmental outcomes seem indefinite. The research question, therefore, asks about the process of navigating adolescence for twice-exceptional individuals as a means of addressing a significant gap in existing literature about the 2e experience. To adequately address this research question and associated need, a grounded theory approach to exploring the process of navigating adolescence for 2e persons was used, such that the information and meaning units collected from semi-structured interviews informed a resulting theory grounded in this data. Though the population sample included 14 males, females, and gender non-conforming individuals who identified as both 2e and as having transitioned well into adulthood, the population of interest was 2e adolescents. As such, the research participants reflected on their own navigations of adolescence to offer data about this time in their lives. Data collected from interviews and reflections were analyzed by identifying open codes and meaning units that were grouped into axial codes or patterns, followed by themes or selective codes that were used to build the theory. A method of constant comparison and ongoing assessment was used to inform and validate this process, which resulted in findings that participants confirmed as relatable and relevant. The resulting theory suggested that while navigating adolescence, 2e adolescents go through a process of identity development that involves fives themes including stages of what just is, what happened, what I did, who I am, and what I do in relation to each 2e person, their innate characteristics, their experiences, how they objectively found what worked for them, how they accepted and even embraced their experiences and identities, and what they often did with these differences, resulting identities, and associated experiences. The implications of these findings and theory along with recommendations for further research and exploration are made.