The Phenomenon of Gifted Underachievement in Saudi Arabia

158 Pages·2017·1.52 MB·English

University of Northern Colorado
Scholarship & Creative Works @ Digital UNC
Dissertations Student Research
12-2-2016
The Phenomenon of Gifted Underachievement in
Saudi Arabia
Naif Alfurayh
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Alfurayh, Naif, "The Phenomenon of Gifted Underachievement in Saudi Arabia" (2016).Dissertations. 382.
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©2016

Naif Alfurayh

ALL RIGHTS RESERVED
UNIVERSITY OF NORTHERN COLORADO
Greeley, Colorado

The Graduate School

THE PHENOMENON OF GIFTED UNDERACHIEVEMENT
IN SAUDI ARABIA

A Dissertation Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Philosophy

Naif Alfurayh

College of Education and Behavioral Sciences
School of Special Education

December, 2016
This Dissertation by: Naif Alfurayh

Entitled: The Phenomenon of Gifted Underachievement in Saudi Arabia

has been approved as meeting the requirement for the Degree of Doctor of Philosophy in
College of Education and Behavioral Sciences in School of Special Education.

Accepted by the Doctoral Committee

_____________________________________________________
Jennifer Ritchotte, Ph.D., Co-Research Advisor

_____________________________________________________
Stuart Omdal, Ph.D., Co-Research Advisor

_____________________________________________________
Corey Pierce, Ph.D., Committee Member

_____________________________________________________
Hasan Zaghlawan, Ph.D., Committee Member

_____________________________________________________
Cassendra M. R. Bergstrom, Ph.D., Faculty Representative

Date of Dissertation Defense: __________________________________

Accepted by the Graduate School

________________________________________________
Linda L. Black, Ed. D
Associate Provost and Dean
Graduate School and International Admissions
ABSTRACT

Alurayh, Naif. The Phenomenon of Gifted Underachievement in Saudi Arabia. Published
Doctor of Philosophy dissertation, University of Northern Colorado, 2016.

The underachievement of high potential students is considered a significant issue
in the field of gifted education in the United States. For decades, researchers have
studied why gifted students fail to achieve at high levels in school; however, the research
base on this topic is limited in most Middle Eastern countries and nonexistent in Saudi
Arabia. Therefore, the purpose of this phenomenological, qualitative research study was
to gain an understanding of the perceptions of gifted education teachers, parents of gifted
children, and gifted coordinators in Saudi Arabia regarding the phenomenon of gifted
students who underachieve in school.
Three parents of gifted children, four teachers of gifted children, and three gifted
education coordinators were interviewed individually using semi-structured interviews.
Findings revealed participants believed gifted underachievers could be found in Saudi
Arabia and these students demonstrated both adverse (easily distracted, exhibiting
problem behavior, disengaged, and sensitive) and positive characteristics (leadership and
creativity). Further, the participants attributed individual factors (negative attitudes
toward teachers, lack of self-regulation, desire for autonomy, lack of goal valuation, and
low self-concept) to the underachievement of gifted students. Additionally, environmental
factors (pressure from parents or lack thereof, peer pressure, insufficient instructional
environment, and challenging external circumstances) were determined to affect the
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underachievement of gifted students in Saudi Arabia. The participants offered ideas to
support the reversal of Saudi gifted students’ underachievement by providing a range of
learning options such as building strong relationships, providing guidance, monitoring
progress, and family and school collaboration Implications of the findings from this study
will increase understanding about gifted underachievement in Saudi Arabia and thereby
address a critical gap in the literature. In addition, it is hoped these findings will lead to
discussion and even action with regard to identifying gifted underachievers in Saudi
Arabia, recommendations that would prevent gifted students from underachieving, and
strategies to reverse underachievement.

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ACKNOWLEDGEMENTS

In the Name of Allah, the Beneficent, the Merciful

First and foremost, all praise and thanks are to Allah (God) the almighty for his
many blessings on me, one of which was the completion of my dissertation.
I would like to extend my sincerest appreciation to my committee members:
Jennifer Ritchotte--who has spared no effort or time working with me, sticking with me
throughout the research process, and helping me to achieve my doctorate; Stuart Omdal--
who has been a constant source of encouragement, guidance, and support since day one at
the University of Northern Colorado; Corey Pierce--who has provided me with helpful
feedback and time in his busiest years; Hasan Zaghlawan--who always was so gracious
about explaining things clearly and precisely and helped me to develop the
trustworthiness of my research; and Cassendra Bergstrom--who always had time to talk
with me, encourage me, and provide tremendous feedback. It would have been
impossible to complete my research without these committee members’ guidance and
enthusiasm.
I would like to express my deepest gratitude to my professors in the Special
Education department at the University of Northern Colorado who taught and mentored
me. Special thanks is extended to the research participants who shared their beliefs and
perceptions willingly and unselfishly. I am very grateful to the school principal of the
gifted magnet school who supported this study and made it possible. Finally, I would
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like to thank everyone who has assisted me in any way in the journey toward my
doctorate.

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DEDICATION

It is with honor that I dedicate this dissertation to my parents, Fahad and Norah,
who have sacrificed so much to assist me in making all of my dreams come true from the
time I was young until this moment. They provided me with their enduring love, support,
prayers, and encouragement. I would have been unable to complete this journey without
their help.
A special dedication is extended to my wife Afnan and my two children, Uday
and Norah. Thank you for your encouragement and love. Thank you so much for being
so patient with me during the past years. Without their understanding, I would not have
allowed myself the time to complete my doctorate. Words cannot express my deep
appreciation for them.
Finally, I dedicate this dissertation to my brother and sister. Thank you for your
help, support, and constant encouragement. Thank for you always being there for me, in
good times and bad. I really appreciate your belief in me and your faith and patience for
my return home.

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TABLE OF CONTENTS

CHAPTER I. INTRODUCTION ................................................................................... 1
Problem Statement ............................................................................................. 3
Statement of Purpose ......................................................................................... 3
Research Questions ............................................................................................ 4
Overview of Methodology ................................................................................. 4
Researcher Stance .............................................................................................. 5
Researchers’ Assumptions ................................................................................. 6
Significance of the Study ................................................................................... 7
Delimitations ...................................................................................................... 8
Key Terminology ............................................................................................... 9
Summary .......................................................................................................... 10

CHAPTER II. REVIEW OF THE LITERATURE...................................................... 12
Definitions and Conceptions of Giftedness ..................................................... 13
Giftedness Internationally ................................................................................ 17
Defining Gifted Underachievement ................................................................. 21
A Universal Definition ..................................................................................... 23
Influences of Gifted Underachievement .......................................................... 23
Theoretical Models .......................................................................................... 34
Identification of Gifted Underachievers .......................................................... 38
Gifted Underachievement Internationally........................................................ 39
Gifted Education in Saudi Arabia .................................................................... 42
Conclusion ....................................................................................................... 43

CHAPTER III. METHODOLOGY ............................................................................. 45

Statement of Purpose ....................................................................................... 45
Research Questions .......................................................................................... 46
Qualitative Research ........................................................................................ 46
Phenomenological Research ............................................................................ 50
Theoretical Framework .................................................................................... 52
Researcher’s Stance ......................................................................................... 53
Setting .............................................................................................................. 54
Participants ....................................................................................................... 54
Data Collection Procedures .............................................................................. 60

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