五位高中資優班畢業優秀女性之人格特質與生涯發展分析

Personality Traits of Five Outstanding Young Females Who Graduated from Senior High Gifted/Talented Classes

本研究參與者為五位23-35 歲的年輕女性，她們在高中階段分別被鑑定為數理、語文、音樂、美術與舞蹈資優生，目前這幾位女性均已就業，在專業領域上有優秀表現。本研究經由文件及訪談蒐集資料，分析她們的人格特質與生涯發展的關係。研究結果發現，五位優秀女性擁有正向的人格特質如：積極堅持、喜歡變化、富創造力、獨立自主、自動自發、自我調適、復原力強、要求完美、自我肯定、個性隨和、人際良好、能忍受孤獨、能夠知足而有幸福感等，這些特質讓她們在生涯發展的過程中，能走過困難及挫折，並進而自我實現。現在無論是在業界、學界或在教學，這些研究參與者在工作崗位上熱衷且專注。不過，也有幾位研究參與者要求自己像女王蜂般地工作以平衡家庭與事業，且要成為能力與外在各方面都完美的綜合體，她們致力於創造平衡與和諧，也較難跳脫社會對女性的刻板要求，因此讓她們陷於焦慮狀態，在生涯抉擇間徬徨猶疑。本研究中五位研究參與者的人格特質如果對生涯發展是一種助力，這些正向的特質或可做為資優學生成長的典範；如果女王蜂般地工作傾向對五位研究參與者來說是焦慮與壓力的主要來源，也期望資優女性學生在成長的過程中能夠突破角色期待的限制，充分邁向自我實現。對於女性學生，教育工作者可以協助其多認識自己、澄清價值、增強她們抉擇的能力。另外，提供角色楷模，讓她們能在前人的腳步之後，減少猶疑、焦慮的時間，以使潛能發展更順利當是必須的。

This study aimed to analyze the influence of personality traits on career development of five young gifted females aged 22-35. The subjects, who were graduated from senior high gifted/talented classes in 1986-1998, were separately identified as the gifted/talented in Science, Language Art, Music, Dance, and Visual Arts. These five gifted females are in the working field currently, showing work commitment and achieving distinction in professional areas. Their high achievements attracted the researchers to study their personality. Through interviews with each subject, we found they were active, persevering, eager to take on challenges, self-initiated, creative, independent, capable of recovering from failure, able to adapt to frustration and pressure, having good interpersonal relationship, viewing working as self-fulfillment, having healthy perfectionism, enduring loneness, and being self-satisfied. Whether they are business managers, professors, teachers or students, they commit themselves thoroughly and with enthusiasm. But under the conflicts of gender stereotype, some mated subjects were very much concerned and anxious about keeping balance of being “queen bees,” playing as traditional decent women with higher family responsibility and individually successful working women in male-dominated society at the same time. They might have experienced difficulties in making career choice. When these young gifted females’ personalities played a supporting role in their career development, in this study, these positive traits could be an role model for other gifted to learn. But when queen bee life turned out to be an obstacle to advancement and anxiety and stress to the five subjects, there was a hope for other gifted females to break through restrictiveness of gender expectation and fulfill their dream. Educators, therefore, played a vital role of helping young gifted females recognize themselves and values, strength their ability of making choice, and provide models to reduce anxiety and hesitation to careers and for imitation so that all gifted females could develop potentials smoothly and successfully.