A small number of respondents, principally ACADs, were not satisfied with either the academic advising (17%, nEEP = 1, nACAD = 9) or the psychological support (18%, nEEP = 1, nACAD = 9) available to them, nor were they satisfied with the social support provided by their program (13%, nACAD = 8).
Although being an early entrant was an important component of many respondents' identities, only 19% (nEEP = 7, nACAD = 12) said that they emphasized their early entrance status.
Although the majority of respondents (44%, nEEP = 14, nACAD = 30) reported no change in their relationships with their parents as a result of their participation in the EEP or the Academy, 41% (nEEP = 10, nACAD = 31) said their relationships had improved and 15% (nEEP = 7, nACAD = 8) said they had declined.
Despite the challenging intellectual, social, emotional, and familial transitions that EEPers and ACADs had to negotiate, most respondents said they were happy or very happy with their lives on a variety of dimensions, including intellectual development (81%, nEEP = 26, nACAD = 56), friendships (73%, nEEP = 25, nACAD = 48), families (72%, nEEP = 22, nACAD = 50), and academic performance (60%, nEEP = 19, nACAD = 41).
For example, of the 74 respondents who completed the qualitative portion of the grid, 83% (nEEP = 16, nACAD = 38) identified one or two academic talent domains and then listed multiple specific interests and subdomains; 17% (nEEP = 2, nACAD = 9) identified three or more academic areas.
A sizeable number (40%, nEEP = 13, nACAD = 27) reported having a job during the academic year, 39% (nEEP = 11, nACAD = 28) participated in a registered student organization, and 37% (nEEP = 11, nACAD = 26) engaged in undergraduate research.
Thus, it was disturbing to us that 61% of respondents (nEEP = 14, nACAD = 38) felt that early entrance had negatively influenced their ability to find satisfying romantic relationships at the university.
In this study, only 7 respondents reported being unhappy in their families (nEEP = 2, nACAD = 5), but 25% (nEEP = 6, nACAD = 19) said they felt an uncomfortable level of pressure from parents to succeed academically.