Between Recognition and Belonging: Gifted Adults with a Migration Background Across the Lifespan

This study examines how giftedness is experienced by adults with a migration background, addressing a gap in the literature concerning their experiences across the lifespan. Drawing on talent development perspectives and Bronfenbrenner’s ecological systems theory, giftedness is conceptualized as a context-dependent developmental process shaped by sociocultural environments. Data were collected through in-depth, semi-structured interviews and focus group discussions and analysed using an iterative, primarily inductive thematic analysis. The findings indicate that giftedness is not consistently recognized across contexts, but that its recognition varies in relation to educational practices, cultural expectations, and social positioning. Participants described recurring experiences of under-recognition and the need to validate their abilities, reflecting how dominant norms influence the identification of giftedness. In addition, the results highlight the central role of belonging and identity, with participants navigating multiple contexts and experiencing persistent misalignment. For some participants, additional identity-related dimensions, such as adoption and religion, added further layers to processes of meaning-making. The study contributes to the literature by highlighting how experiences of giftedness, recognition, belonging, and identity are embedded within sociocultural contexts and unfold across the lifespan. These findings underline the need for more context-sensitive and inclusive models of giftedness.