Triple X supergirls: their special educational needs and social experience

Abstract

Internationally, there appears to be a complete lack of research in education and special educational needs in relation to the Triple X syndrome. This original research is a case study in the form of twelve primary narrative interviews with parents of child daughters, in England, UK. Findings indicate common aspects of moderate special educational requirements, and the overwhelmingly constrained options available to families to obtain support for their daughters. Four predictors for parents of their daughters’ potential are discovering their daughter’s Triple X, a family’s ambition, their means to achieve it, and the extent of girls’ cognitive capacity; a systemic acknowledgement of family cultural capital may be more significant than a knowledge of genetic predisposition in securing these supergirls’ futures.