Relevant bibliographies by topics / Exceptional talent

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Exceptional talent'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Exceptional talent"

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Hébert, Thomas P. "A Longitudinal Case Study of Exceptional Leadership Talent." Gifted Child Quarterly 63, no. 1 (October 15, 2018): 22–35. http://dx.doi.org/10.1177/0016986218800068.

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The development of leadership talent in a gifted individual was the focus of this 15-year longitudinal case study. Four major themes explained the development of his leadership talent. Crucial family factors and support served as a foundation for his psychosocial development and contributed significantly to his talents as a leader. Emotional intelligence evident in childhood, adolescence, and adulthood was an important asset as his leadership skills grew. In addition, strong practical intelligence applied to his everyday life enabled him to meet the goals and objectives he established for himself. Woven throughout his life story was evidence of a strong internal motivation that drove him personally and professionally. Implications of the findings are presented along with suggestions for designing effective leadership development experiences for talented students.
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Brody, Linda E. "The Study of Exceptional Talent." High Ability Studies 16, no. 1 (June 2005): 87–96. http://dx.doi.org/10.1080/13598130500115304.

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Howe, Michael J. A., Jane W. Davidson, and John A. Sloboda. "Natural born talents undiscovered." Behavioral and Brain Sciences 21, no. 3 (June 1998): 432–37. http://dx.doi.org/10.1017/s0140525x98521231.

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This Response addresses eight issues raised in the commentaries: (1) the question of how innate talents should be defined; (2) relationships between the talent account and broader views concerning genetic variability; (3) the quality of the empirical evidence for and against the talent account; (4) the possible involvement of innate influences on specific abilities; (5) the possibility of talent-like phenomena in autistic savants; (6) alternative explanations of exceptional expertise at skills; (7) practical and educational implications of the talent account and alternative positions. Finally, (8), we conclude by discussing the impact of the commentaries on our own views.
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Woollett, Katherine, Hugo J. Spiers, and Eleanor A. Maguire. "Talent in the taxi: a model system for exploring expertise." Philosophical Transactions of the Royal Society B: Biological Sciences 364, no. 1522 (May 27, 2009): 1407–16. http://dx.doi.org/10.1098/rstb.2008.0288.

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While there is widespread interest in and admiration of individuals with exceptional talents, surprisingly little is known about the cognitive and neural mechanisms underpinning talent, and indeed how talent relates to expertise. Because many talents are first identified and nurtured in childhood, it can be difficult to determine whether talent is innate, can be acquired through extensive practice or can only be acquired in the presence of the developing brain. We sought to address some of these issues by studying healthy adults who acquired expertise in adulthood. We focused on the domain of memory and used licensed London taxi drivers as a model system. Taxi drivers have to learn the layout of 25 000 streets in London and the locations of thousands of places of interest, and pass stringent examinations in order to obtain an operating licence. Using neuropsychological assessment and structural and functional magnetic resonance imaging, we addressed a range of key questions: in the context of a fully developed brain and an average IQ, can people acquire expertise to an exceptional level; what are the neural signatures, both structural and functional, associated with the use of expertise; does expertise change the brain compared with unskilled control participants; does it confer any cognitive advantages, and similarly, does it come at a cost to other functions? By studying retired taxi drivers, we also consider what happens to their brains and behaviour when experts stop using their skill. Finally, we discuss how the expertise of taxi drivers might relate to the issue of talent and innate abilities. We suggest that exploring talent and expertise in this manner could have implications for education, rehabilitation of patients with cognitive impairments, understanding individual differences and possibly conditions such as autism where exceptional abilities can be a feature.
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Charness, Neil. "Explaining exceptional performance: Constituent abilities and touchstone phenomena." Behavioral and Brain Sciences 21, no. 3 (June 1998): 410–11. http://dx.doi.org/10.1017/s0140525x98251235.

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Investigations of innate talent should narrow the definition of talent to deal with constituent abilities, identify touchstone phenomena, and provide detailed explanations of these phenomena. A list of relevant phenomena is proposed.
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Campbell, James Reed, and Wu-Tien Wu. "Development of exceptional academic talent: International research studies." International Journal of Educational Research 25, no. 6 (January 1996): 479–84. http://dx.doi.org/10.1016/s0883-0355(97)86726-2.

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Wu, I.-Chen, Randal Pease, and C. June Maker. "Students’ Perceptions of a Special Program for Developing Exceptional Talent in STEM." Journal of Advanced Academics 30, no. 4 (July 26, 2019): 474–99. http://dx.doi.org/10.1177/1932202x19864690.

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This investigation was to explore perceptions of students who participated in the Cultivating Diverse Talents in STEM project in an R1 university through (a) university-based summer internship program, (b) subsequent school-year research internships, and (c) successive summer workshops or internships. Thirteen high school juniors from diverse backgrounds and low-income families were selected using a series of identification and assessment methods. Both the performance-based and paper-and-pencil assessments were measures of creative problem solving and application of conceptual understandings. A questionnaire was administered after students’ participation in the summer internship. The core theme, active involvement in problem solving inspired and motivated students with exceptional talent, was identified, including three categories: (a) academic initiative and engagement, (b) transition preparation, and (c) practical skill development. Strengths of diverse, underrepresented students with exceptional talent in STEM (spatial analytical skills, high academic resilience, and persistence) and critical elements of a quality STEM program (focusing on individual research interests and real-world problems, providing enriched and varied experiences, and creating supportive mentoring relationships) are included in the research implications.
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Papierno, Paul B., Stephen J. Ceci, Matthew C. Makel, and Wendy M. Williams. "The Nature and Nurture of Talent: A Bioecological Perspective on the Ontogeny of Exceptional Abilities." Journal for the Education of the Gifted 28, no. 3-4 (March 2005): 312–32. http://dx.doi.org/10.4219/jeg-2005-343.

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Despite extensive research, questions underlying the nature and nurture of talent remain both numerous and diverse. In the current paper, we present an account that addresses 2 of the primary questions inspired by this debate: (a) the very existence of innate talents and (b) how exceptional abilities are developed. The development of exceptional performance is addressed through a synthesis of recent models that invoke multiplier effects to explain how differences in initial conditions (e.g., different levels of innate abilities), coupled with gene-environment interactions, determine ranges of phenotypic outcomes.
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Storm, Louise Kamuk, Mette Krogh Christensen, and Lars Tore Ronglan. "Successful talent development environments in female Scandinavian Handball." Scandinavian Journal of Sport and Exercise Psychology 2 (February 10, 2020): 16–25. http://dx.doi.org/10.7146/sjsep.v2i0.115967.

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Talent development is a sociocultural affair. The social learning perspective is rarely used for the study of talent development in sport, although it is broadly known in the domain of education. This article examines the way in which communities of practice are connected within two exceptional successful talent development environments, what characterises talents’ movements across communities of practice within the club, and what characterises the interactions between talents, senior players and coaches. Drawing on Wenger’s notion of communities of practice, constellations of interconnected practices and boundary encounters, it identifies how the two environments were characterised by (1) a well-functioning constellation of several CoPs, (2) opportunities for talents to participate and engage in various CoPs (3), individually adjusted feedback from coach to player combined with communication between the players with different positions in the CoPs and not only coach instructions, and (4) senior elite players’ engaging behaviours in regard to newcomers in the boundary encounters and thereby legitimate peripheral participation opportunities for talented players. (5) The coaches were the key to coordinate the interconnected practices and social interactions between the ‘youth CoP’ and ‘senior elite CoP’.
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Marineau, Joshua E. "Superbosses: How Exceptional Leaders Master the Flow of Talent." Journal of Applied Management and Entrepreneurship 21, no. 3 (July 1, 2016): 124–27. http://dx.doi.org/10.9774/gleaf.3709.2016.ju.00009.

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Dissertations / Theses on the topic "Exceptional talent"

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García-Cepero, María Caridad, Félix Antonio Gómez-Hernández, Darcy Milena Barrios-Martínez, Andrea Santamaría, Fajardo Laura Estefanía Castro, Vallejo Andrea Sánchez, and Ocampo Zulma Patricia Zuluaga. "Itineraries, milestones and catalysts associated with the emergence of talent of professors." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/102277.

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This document presents the results of the exploration and contextualization phase of the project “Rutas de emergencia del talento docente, estudio de casos en maestros con un uso sobresaliente de las TIC” (“Teaching talent emergency paths, case study in teachers with outstanding use of ICTs”). It is a mixed sequential explicative study. The first phase clas- sifies participants utilizing a multiple correspondence analysis. The second phase performs and analyzes three different interviews to nine teachers, utilizing the Gagné model (2009, 2015) to analyze content. This phase identifies itineraries, figures, and significant events in the participants’ histories, which can understand the emergence of teaching talent in the Colombian context.
Este artículo presenta los resultados de la fase de exploración y contextualización del proyecto “Rutas de emergencia del talento docente” estudio de caso en maestros con un uso sobresaliente de las TIC. Este es un estudio mixto-secuencial explicativo. En la primera fase se clasifica a los participantes utilizando un análisis de correspondencia múltiple; y, en la segunda y fase principal, se analizan tres entrevistas diferentes realizadas a nueve maestros, utilizando el modelo de Gagné (2009, 2015) como marco analítico para el análisis de contenido de ellas. Esta fase identifica itinerarios, figuras y eventos significantes en las historias de los participantes, los cuales son determinantes para comprender la emergencia del talento docente.
Este artigo apresenta os resultados da fase de exploração e contextualização do projeto “rotas de emergência do talento docente: estudos de caso com professores com uso excelente das TIC”. Esta é uma pesquisa mista-sequencial explicativa. Na primeira fase os participantes foram classificados usando um analise múltiplo de correspondências; e na segunda fase, foram analisadas três entrevistas diferentes realizadas a nove docentes, usando como marco para o analise de conteúdo das mesmas, o modelo de Gagné (2009, 2015). Esta fase iden- tifica roteiros, figuras e eventos significativos em as histórias dos entrevistados, as quais são determinantes para compreender a emergência do talento docente.
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Pivniouk, Oksana. "Teaching Methods and Pedagogical Ideas of Pavel Petrovich Chistyakov - A Talented Russian Artist and Exceptional Art Educator." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/301476.

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The following paper is an opportunity for me to introduce Pavel Petrovich Chistyakov and his pedagogical ideas to English-speaking educators. His life's accomplishments seem even more remarkable when considering the fact that he was born into a family of serfs and later became a professor at the Russian Academy of Fine Arts. Among his students were well-known Russian artists such as Valentin Serov, Mikhail Vrubel, Vasily Surikov, Victor Vasnetcov, and Vasily Polenov. In this paper, I present you with a brief analytical summary of his methodology on teaching drawing and painting, his pedagogical approaches, as well as his ideas on the development of art education in the public school setting. Chistyakov's pedagogical system still seems relevant today and, with slight adjustments, can be adapted to various teaching situations depending on the educational environment and students' abilities.
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Lee, Pei-I., and 李佩憶. "Talent development and school adjustment of elementary twuce-exceptional students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/95071752413668054495.

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碩士
國立臺灣師範大學
特殊教育學系
99
ABSTRACT This study, adopted a qualitative approach, was designed to explore the experiences and current status of both talent development and social adjustment among six twice-exceptional students of elementary school age. Semi-structured interviews with several main caregivers and instructors of these six students, including collection of documents, books, and videos, were carried out and were analyzed using the qualitative analysis. The results were as follows: 1. The study on aspect of talent development tended to focus on early observation and participation in talent promotion programs, schools as a key learning area, and the influences of students’ learning and appreciation in achievement. 2. The findings to the school adjustment were: (a) inadequate professional educational service for twice-exceptional students, (b) effect of positive learning attitudes on academic achievement, (c) positive effect of a good teacher student relationship on students’ learning, (d) benefits of peer interaction and friendship, and (e) those gifted and talented students with sensory disabilities having higher self acceptance and being comfortable with who they are. 3. A number of factors influenced the students’ talent development and school adjustment. They could be categorized as follows: (1) Personal factor: (a) personality traits was found to have a strong direct positive effect; (b) understanding the difference between extreme ability and disability and accepting each other was important; (c) to help the twice-exceptional student feel a real sense of achievement was necessary. (2) Family factor: (a) a good parent-child relationship should be established in a considerable part of child’s personality characteristics; (b) parent participation in further education could help their child discover and develop talents; and (c) parents were encouraged to directly and actively support their child in talent development and achievement. (3) School factor: (a) adapting the curriculum to meet the needs of the twice-exceptional students was necessary; (b) there was a different set of requirement for meeting the needs of twice exceptional students; (c) teachers needed to well understand the learning needs of twice-exceptional students; and (d) teachers were encouraged to improve teaching strategies to meet multiple needs of twice-exceptional students. This study concluded with suggestions for twice-exceptional students, their parents, school administrators, and practiced teachers for future research.
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Sapíková, Alena. "Specifika integrace dětí mimořádně nadaných do mateřských škol." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-313576.

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This thesis deals with the integration of gifted children to kindergarten. It outlines the needs and demands of these children - parents, educators, environment, forms and methods of education. The practical part focuses on specific research - identifying gifted children in kindergarten and on the conditions of their education. The research was conducted by e-mail between kindergarten teachers in all 14 regions of the Czech Republic. The practical part is supplemented by two case report of exceptionally gifted children (a boy and a girl) who are (resp. were) integrated and educated in private nursery schools. Conclusion The thesis contains suggestions for how to practice.
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Lee, yun-ju, and 李韻如. "A Model for the Emergence of Exceptional Athletic Talents." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/58821098832829552813.

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碩士
國立交通大學
工業工程與管理系
90
The purpose of this study is to build a model for the development of athletic talents. According to Simonton (1999), the emergence of exceptional talents requires five factors that function multiplicatively to produce the manifested exceptional performance. Lack of any of the required factors would render the manifestation of exceptional talent impossible. We propose that five factors are essential for the development of exceptional performance in sports. They include the innate physiological endowment, skill cultivation, coach or sport education, psychological make-up of an athlete, and stage/platform for sport performance. To explore the validity of the model, we interviewed individually 7 swimmers who are/were in the national team, 11 swimmers who are/were in varsity’s teams, and 4 archers in national team. The results of these in-depth, semi-structured interviews provide the preliminary, qualitative supports for the indispensability of the above five factors in the development of exceptional sport performance. The data also provide many hints for the improvement of our current practices in the screening and cultivation of top-level athletes. The implications for the development of a general model of athletic talent development were discussed.
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Hsiao, Yu-Jen, and 蕭佑任. "The Career Development and Career Decision-making of Twice-Exceptional Students with Musically Talented and Visual Impairment." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/8ujnx8.

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碩士
臺北市立大學
特殊教育學系
105
This is a qualitative and perspective based research focus on individual case studies through storytelling and taking open semi-structured in-depth interviews of visually impaired students with musically talents. It is the goal of this research to discover and understand the factors, which contributed to the studying and career development processes and the decisions of the participated students upon the conclusion of this study. The conclusions are as followed: A.Career development of the participated Twice-Exceptional students with musical talents and visually impairments (A) Family supports, companionships, and constant open communications (B) Parents’ expectations (C) Self-expectations (D) Early childhood development over music talent and enthusiasm (E) Additional time and effort required in learning music (F) Rigid examination system and the limitations of the Braille music (G) Teacher-student relationship depends greatly on teacher’s experience and attitudes toward visually impaired students (H) Use music to establish friendship with peers, but the relationship seem more alienated (I) Good interactions between teachers and students can contribute to better learning environments B.Factors affecting the career developments of the participated Twice-exceptional students with outstanding musical talents and visually impairments students: (A) Their love toward music and outstanding ability in musical instrument performances (B) Other interests in addition to musical talent (C) Supports and encouragements from parents (D) Parents respect their choices and decisions (E) The recognition of musical talents from industry professionals (F) Supports and encouragements from teachers and friends (G) Friendly support system from schools (H) Financial affordability Based on the research findings above, recommendations are made in these four areas: Institutional aspects; Schools; Families; and Future Case Studies.
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ČERNÁ, Věra. "Nadané děti v procesu vzdělávání na prvním stupni základních škol." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-363622.

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This master thesis is focused on the topic of gifted children in education system. Foundation of this thesis is comprehensive view on given topic. Thesis is composed from two main parts. First theoretical part reflects current theoretical view on the problematic of gifted children from development point of view and characteristics of specific behaviour of gifted children in school collective or in company of their peers. Furthermore, this academical work discusses opportunities for developement of gifted children and possible approaches how to educate them. This thesis is also focused on cooperation between PPP, assistant of teacher and theacher of young pupils. The theoretical part further present organisations which work closely with gifted pupils in or outside education system. Second, practical part is done by method of quality research, Semi-structured questionnaire for teacher of talented pupils was used for this purpuse. Main goal of practical part of this thesis was description of techer's approach to teaching young talented children.
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Torres, Vicente Omar Diniz. "O papel das lideranças no atendimento a estudantes com altas habilidades/sobredotação em escolas da rede particular de Belo Horizonte/MG/Brasil." Doctoral thesis, 2021. http://hdl.handle.net/10400.2/10743.

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Esta tese tem como objetivo analisar a atuação das lideranças educacionais em prol do atendimento a estudantes com altas habilidades / sobredotação, no Município de Belo Horizonte – MG – Brasil. Consideramos ser uma necessidade premente o suporte especializado a este público diante de sua quase inexistência e do desperdício de talentos e potenciais humanos que sua ausência traz à sociedade. Para tanto, ponderamos que uma postura de investigação – ação por parte dos gestores educacionais, com bases na personalização da aprendizagem, podem trazer melhorias consideráveis a este propósito. A metodologia foi caracterizada como explanatória sequencial com abordagem mista, desenvolvida por pesquisas bibliográficas acerca da sobredotação e da liderança educacional e por entrevistas semiestruturadas a diretores de escolas de ensino básico, da rede privada. A análise dos resultados teve em conta os dados quantitativos e qualitativos da pesquisa de campo e levou-nos a constatar a pouca familiaridade das lideranças educacionais com o tema da sobredotação.
This thesis aims to analyze the performance of educational leaders in favor of assisting students with high skills / giftedness, in the city of Belo Horizonte - MG - Brazil. We consider specialized support to this public to be an urgent need in view of its almost nonexistence and the waste of human talents and potentials that its absence brings to society. For that, we consider that a research - action posture on the part of educational managers, based on personalization of learning, can bring considerable improvements in this regard. The methodology was characterized as a sequential explanatory with a mixed approach, developed by bibliographical research on giftedness and educational leadership and by semi-structured interviews with directors of private primary schools. The analysis of the results took into account the quantitative and qualitative data of the field research and led us to verify the little familiarity of the educational leaders with the theme of giftedness.
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Books on the topic "Exceptional talent"

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Anders, George. The rare find: Spotting exceptional talent before everyone else. New York: Portfolio/Penguin, 2011.

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Der aussergewöhnliche Mensch: Genie, Talent, Hochbegabung im 21. Jahrhundert. Marburg: Tectum, 2005.

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Axelrod, Wendy. Make talent your business: How exceptional managers develop people while getting results. San Francisco, CA: Berrett-Koehler Publishers, 2011.

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Jeannie, Coyle, ed. Make talent your business: How exceptional managers develop people while getting results. San Francisco, CA: Berrett-Koehler Publishers, 2011.

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Superbosses: How exceptional leaders master the flow of talent. Portfolio/Penguin, 2016.

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Finkelstein, Sydney. Superbosses: How Exceptional Leaders Master the Flow of Talent. Portfolio, 2019.

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Superbosses: How Exceptional Leaders Master the Flow of Talent. Penguin Books, Limited, 2017.

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K, Obler Loraine, and Fein Deborah, eds. The Exceptional brain: Neuropsychology of talent and special abilities. New York: Guilford Press, 1988.

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(Editor), Loraine Obler, and Deborah Fein (Editor), eds. The Exceptional Brain: Neuropsychology of Talent and Special Abilities. The Guilford Press, 1988.

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Taylor, Audrey, Jaime Roca, and Sari Wilde. The Connector Manager: Why Some Leaders Build Exceptional Talent-and Others Don't. Penguin Random House, 2019.

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Book chapters on the topic "Exceptional talent"

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Simonton, Dean Keith. "Exceptional Talent and Genius." In The Wiley-Blackwell Handbook of Individual Differences, 633–55. Oxford, UK: Wiley-Blackwell, 2013. http://dx.doi.org/10.1002/9781444343120.ch24.

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Foley-Nicpon, Megan, and Margaret M. Candler. "Psychological interventions for twice-exceptional youth." In APA handbook of giftedness and talent., 545–58. Washington: American Psychological Association, 2018. http://dx.doi.org/10.1037/0000038-035.

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Brody, Linda E. "The Johns Hopkins Talent Search Model for Identifying and Developing Exceptional Mathematical and Verbal Abilities." In International Handbook on Giftedness, 999–1016. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-6162-2_50.

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Gómez-Arízaga, María Paz, and María Leonor Conejeros-Solar. "Gifted and Twice-Exceptional Children in the South of the World: Chilean Students’ Experiences Within Regular Classrooms." In Handbook of Giftedness and Talent Development in the Asia-Pacific, 405–29. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3041-4_8.

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Gómez-Arízaga, María Paz, and María Leonor Conejeros-Solar. "Gifted and Twice-Exceptional Children in the South of the World: Chilean Students’ Experiences Within Regular Classrooms." In Handbook of Giftedness and Talent Development in the Asia-Pacific, 405–29. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3041-4_8.

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Taylor, Ronald L., and Les Sternberg. "Students Who Are Gifted and Talented." In Exceptional Children, 211–38. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_9.

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Carpenter, Ashley Y. "Twice-Exceptional Students." In Handbook for Counselors Serving Students With Gifts & Talents, 305–23. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235415-19.

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Silverman, Linda Kreger. "Hidden Treasures: Twice Exceptional Students." In The SAGE Handbook of Gifted and Talented Education, 144–58. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2018. http://dx.doi.org/10.4135/9781526463074.n14.

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Morrison, William F., Tara Jeffs, and Mary G. Rizza. "Using Assistive Technologies to Address the Written Expression Needs of the Twice-exceptional Student." In Able, Gifted and Talented Underachievers, 303–25. Chichester, West Sussex, UK: John Wiley & Sons Ltd., 2012. http://dx.doi.org/10.1002/9780470741252.ch11.

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Hutchens, Robbie Robinson, and Martha J. Morelock. "More Is Different: Understanding and Engaging the Exceptionally Gifted Child1." In Handbook for Counselors Serving Students With Gifts & Talents, 285–304. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235415-18.

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Conference papers on the topic "Exceptional talent"

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Sáez-Pérez, Luis Antonio, Nieves García-Casarejos, and Marta Rincón-Pérez. "Desafío Programm. A rural version of Erasmus for depopulated areas." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9492.

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In remote rural areas, economic and social life exits, although young universitarian don't believe it. Dynamic companies, innovative administrations and creative third sector need talent, the most decisive input, but it is scarce and it is difficult to compete with cities to attract it. Public Universities linked to local communities could match each part, students and employees, facilitating their respective knowledge through summer internships, improving the human and social capital on both sides. That’s the objective of Desafío Programme, the experimental policy which we analyse in this work. It is implemented by the Provincial Council of Zaragoza and its University to do it reducing transaction cost by giving information and offering grants to the students who decide to work and live in very small villages. Thanks to it they obtain a professional experience in which to apply their knowledges, but, more important, they enrich themselves through an exceptional experience, learning by doing and learning by living. We expose the main points of Desafío, the kind of studies required, the type of company and organization, and the relevant costs. In base to the polls and interviews made before and after, we can deduce a very good valuation of students and employers.
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Maseda Rego, F. Javier, Itziar Martija López, Patxi Alkorta Egiguren, Izaskun Garrido Hernández, and Aitor J. Garrido Hernández. "WOMEN IN ENGINEERING, FACULTY OF ENGINEERING IN BILBAO." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end124.

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Abstract:
The situation of women in the engineering world has different aspects. On the one hand, it can be stated that women are well received in certain areas of the technological world, and they are very integrated into academia. In other areas, such as the world of industrial business, recognition is more complex being those less open environments. Last century, the woman who broke the taboo in Spain was the mayor of Bilbao and the first industrial engineer graduated in Spain in 1912, Pilar Careaga. By means of her public presence, her message could reach the general society, but as something exceptional. At the Faculty of Engineering in Bilbao, the first female Industrial Engineer was Pilar Ipiña, graduated in 1965. Fifty-three years had passed. Women in Engineering, more than a century later, remain a clear minority. While it is true that the presence of women in engineering schools is socially fully accepted, it is no less true that many young women dismiss the possibility of approaching that world from an early age. The lack of benchmarks seems to be a clear factor. Many of the engineers who are being interviewed in the search for ideas to motivate girls and young women, end up seeing lacks of references when asked about it. While the experience of being a woman in such a traditionally male field has lights and shadows, reflect of what can be seen in different referenced studies, a positive message must be transmitted, as this has been the experience of both engineering students and workers in academia or in the business world. Proposing solutions to smooth out the differences in numbers between men and women in the world of Engineering and Science requires knowing the causes, in order to be able to carry out actions that lead to collecting women's talent and with the appropriate training give it all the value that can achieve, both in the improvement of society as a whole and in the personal development of each of them. The aim is to achieve real equal choice between women and men and put everyone at the service of a better society. Equality is theoretically achieved, but it can still be improved.
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