Wholehearted Teaching of Gifted Young Women: Cultivating Courage, Connection, and Self-Care in Schools

by Kathryn Fishman-Weaver

Overview

Wholehearted Teaching of Gifted Young Women explores the important role school communities play in supporting the social and emotional needs of high-achieving young women. Using a youth participatory action research model, this project follows 20 student researchers from high school through college. This longitudinal study leads to "Wholehearted Teaching,") a new framework for cultivating courage, connection, and self-care in schools. Framed with personal stories and filled with practical suggestions, this book offers strategies for teachers, counselors, parents, and high-achieving young women as they navigate the precipice of youth and everything after.

Product Details

ISBN-13:	9781618218186
Publisher:	Taylor & Francis
Publication date:	12/01/2018
Pages:	214
Product dimensions:	6.90(w) x 9.90(h) x 0.60(d)

About the Author

Kathryn Fishman-Weaver, Ph.D., serves as the Director of Academic Affairs for Mizzou K-12. As the principal of the global middle and high school programs, she works with students and teachers around the world. Prior to the principalship, Dr. Fishman-Weaver taught in public schools in Oakland, CA, and Columbia, MO. She has taught special education, gifted education, English language arts, and teacher preparation. Dr. Fishman-Weaver writes and presents frequently on student support, teacher leadership, and gender and education. She loves the written word, a good nap, and impromptu family dance parties in her kitchen. You can follow her work on educational leadership at http://wholeheartedschoolleadership.com.

Table of Contents

List of Figures x

Acknowledgments xi

Part I A Case for Affective Education 1

Chapter 1 The Masked Affective Crisis 3

"What Is Your Central Story?" 4

School Context 4

Discovering the Masked Affective Crisis 6

Why Women? 12

Giftedness: A Loaded Label 13

Academic Achievement 14

Crisis as a Call to Action 15

Wholehearted Living 17

Vulnerability and Storytelling 18

Self-Compassion and Perfectionism 19

Teacher as Researcher 19

Telling Our Story 20

A Note About Pronouns 22

Chapter 2 The Precipice 25

The Precipice: Navigating the Space Between High School and College 28

Overachievement Culture 29

Affective Development: A Brief Overview 31

Gifted Education and Affective Development 34

Intersectionality and Coming-of-Age 37

Theoretical Framework: Feminism 39

Youth Participatory Action Research 41

Part II Cultivating Courage, Connection, and Self-Care in Schools 43

Chapter 3 Courage 47

Naming Courage 48

Courage Is Contextualized by Power 51

The Importance of Safe Space in Schools 53

Courage Is Emotionally Charged 57

Precipice and the Possibility for Courage 61

The Ripple Effect of Practicing Courage 64

Chapter 4 Connection 69

Belonging 70

Relatedness 72

Closeness 73

The Momentum of Connection 75

High Stress, High Schools, and (Dis)Connection 77

Critical Listening, Compassion, and Communication 79

Connection Is Complicated 82

Mothers: Mentors and Critics 85

Connectedness as a Catalyst for Action 90

An Exercise in Hope 93

Chapter 5 Self-Care 95

Self-Care Stories From Barnwood High School 96

Self-Care Through Courage and Connection 99

Positive Self-image + Self-Efficacy = Preconditions for Self-Care 102

Rejection 103

Making College Decisions 104

Self-Doubt's Continued Grip 107

Confronting Self Doubt 108

Embodying Self-Care 111

Physical Strength 113

Weight and Balance 114

Managing Self-Care: Five Student Examples 117

Part III Wholehearted Teaching 121

Chapter 6 A Framework for Wholehearted Teaching 123

Limited ↔ Strong 127

What Does It Mean to Feel Strong? 128

Guarded ↔ Vulnerable 130

Privilege, Power, and Vulnerable Stories 131

Strength + Vulnerability = Courage 132

Low Achievement ↔ High Achievement 133

Self-Harm ↔ Self-Care 134

Self-Care + High Achievement = Healthy Striving 136

Vulnerability + High Achievement = Growth Mindset 137

Self-Care + Strength = Wellness 139

Connection: The Multiplier Across Wholehearted Teaching 140

A Multiplicity of "Right" Answers 142

Chapter 7 Implementing Wholehearted Teaching 145

Practice Courage, Connection, and Self-Care 146

Be an Active Listener 148

Encourage Student Leadership 150

Students as Researchers 150

Service Learning 151

Increase Opportunities for Play and Laughter 152

Leverage Community Expertise 153

Schedule Peer-Group Meetings 156

Integrate Self-Care Into Your Classroom Environment 157

Make Storytelling Part of Your School Community 157

Honor Nuance 160

Continued Support During the College Transition 161

A Message for Educators 162

Chapter 8 Coming Home 165

Healing 167

Keeping My Office Door Open 168

Humanizing Exiting 171

The Expansive Properties of Home 172

References 175

Methodology Appendix 185

About the Author 201

Editorial Reviews

Fishman-Weaver's feminist participatory action research (PAR) with gifted young women gives voice and context to the emotional stressors they identify, and suggests a framework for incorporating school-based interventions that derive from the women's lived experiences. Her account is highly engaging and provides an accessible tool for educators and students.,Shoshana D. Kerewksy,Teachers College Record, 5/24/19
This book is more than just a guidebook. It is multiple stories of self-exploration artfully connected to give the reader ideas for helping others while also promoting self-reflection. It connects with the topics and issues in just about every book on gifted education out there and would be an exceptional tool to add to your collection.,L. Kathleen Casper,Advanced Development Journal, 10/1/20
With detailed journal entries from each of the participants—as well as Dr. Fishman-Weaver—readers get insight into the lives of these gifted young women. This book makes an excellent study for educators to reflect on how they are supporting students who often get overlooked because they appear to have everything together. ,Molly Dettmann,Voice of Youth Advocates, 1/1/21

From the Publisher