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The Development of Gender Identity, Gender Roles, and Gender Relations in Gifted Students
Abstract
This article describes the interaction of giftedness with gender identity, gender role, and gender relations. The authors explored ways in which many gifted educational practices are gendered, a model for the development of talent in the context of gender and gender relations, and ways of reducing gender inequities in the realization of potential for both male and female students. Issues that are unique to gifted individuals are aligned with suggestions for counseling interventions. © 2015 by the American Counseling Association. All rights reserved.
... Steven spoke about his identity discovery process, in terms of both giftedness and gender identity, being directly influenced by having autism. Kerr and Multon (2015) note that along with diverging from heterosexual and gender norms, gifted adolescents may also struggle with diverging from the intellectual norms of their environment. The authors give an example of 'the gifted gay boy who hates sports ' (p. ...
... In particular, one questionnaire participant wrote that she would never confront an issue due to fear she would be outed, specifically to her teachers, and that this would affect her academic Similarly, the majority of participants spoke positively about attending programmes at CTYI, in terms of an academic and social perspective. One of the recommendations from Kerr and Multon (2015) is that gifted LGBTQ adolescents can be supported through the use of specialised learning focused on their identity, with clubs that foster talents (e.g. creative writing, art, drama) and community experiences for their talent (e.g. ...
... Current models of talent development emphasise the need to consider both cognitive and psychosocial factors (Subotnik, Olszewski-Kubilius, & Worrell, 2011). A safe and affirming environment is crucial to self-actualisation and talent development for gifted LGBTQ students (Hutcheson & Tieso, 2014), whereas a negative and unsupportive environment may only serve to further hinder this (Kerr & Huffman, 2018 LGBTQ youth (Levy & Plucker, 2003), as they must deal with their intellectual deviance from the mainstream and stigmatised sexual orientation and gender identity (Kerr and Multon, 2015 's study (2017). I found Steven's experience very interesting in terms of the growing discourse in gifted education research that conceptualises giftedness as a context-dependent entity (e.g., Barab & Plucker, 2002;Dai, 2017;Plucker & Barab, 2005). ...
This mixed methods study explores the experiences of gifted LGBTQ post-primary students in Ireland. The participant sample in this study is composed of current post-primary students and recent university students, who have been identified as gifted and attended a CTYI summer programme between 2017 and 2019. The quantitative data collection method was an online anonymous questionnaire, while the qualitative data collection methods were interviews and focus groups. Quantitative data
is analysed to examine the frequency of negative remarks and language about LGBTQ
people, the frequency of intervention by staff, students and the respondents themselves when this language occurs and the correlation between climate and
intervention. A thematic analysis of the qualitative data was conducted, which identified common themes within the negative language used. Factors that influenced participants’ willingness to intervene in situations of negative language use were also
explored. The transformative paradigm guides this study, which places central importance on the lives and experiences of marginalised communities, uses
transformative theory to develop the inquiry approach and links results of social inquiry
to action.
The study also explores identity development for gifted LGBTQ post-primary students, including the experience of coming out, social and emotional development and peer relations. This study is the first to discuss the experiences of gifted LGBTQ young people in Ireland.
... Since both giftedness and LGBTQ+ status are less visible (in comparison with some more visible traits, such as race or physical disabilities), students at the intersection of both categories can feel doubly alienated, and potentially suffer from more mental health issues, if their educational needs are unnoticed. This could cause further issues in talent development and self-actualization (Kerr & Huffman, 2018;Kerr & Multon, 2015). In contrast, a safe environment where LGBTQ+ individuals can develop an open attitude towards their own sexualities is also conducive to talent development and self-actualization (Hewlett & Sumberg, 2011;Hutcheson & Tieso, 2014;Keener, 2013). ...
... In this study, it was evident that the participants were able to utilize their advanced reasoning and verbal abilities to navigate through challenges and confusion associated with their gender identity development and selfacceptance. For example, their curiosity about the difference between them and their non-LGBTQ+ peers in early adolescence urged them to look for explanatory information through self-sought resources (e.g., books, the Internet) despite growing up in a relatively oppressive society (Kerr & Multon, 2015). The ability to verbalize feelings, emotions, conflicts, and dissonances also helped them cope with undesirable emotional consequences (Labouvie-Vief et al., 1989). ...
... Corresponding positively to the extant literature, the results demonstrate the importance of having a supportive immediate environment that enables the development of self-exploration, self-knowledge, and self-acceptance (Hewlett & Sumberg, 2011;Hutcheson & Tieso, 2014;Keener, 2013;Kerr & Multon, 2015;Lo, 2014b;Rakow, 2005). As McConnell et al. (2015) pointed out, having high social support from the immediate environment can increase mental health among LGBTQ+ individuals. ...
In a recent position statement, the National Association of Gifted Children argued the importance of providing equitable treatment of Lesbian, Gay, Bisexual, Transgender, Queer and other sexual and gender minority individuals (LGBTQ+) gifted youth to help them maximize their potential. However, there are very few empirical studies focusing on the intersection of giftedness and gender identities. Little is known regarding these students’ experience at, and outside of, school. Focusing on the individual process of gender identity development and self-acceptance, we interviewed nine LGBTQ+ postsecondary students in North America (aged between 19 and 29 years) who are graduates of an academically focused high school in Turkey. In particular, we studied their ways of thinking, stress coping strategies, and environmental factors that may have enabled their self-acceptance of LGBTQ+ identities. Findings of the study show that the mental health of LGBTQ+ is a function of individual factors (e.g., coping strategies), structural factors (e.g., a homophobic sociocultural environment), and the context. The findings also indicate the benefits of complexity and reflectiveness in thinking, metacognition and the ability to separate identity labels from identities, enabled by high school peer support, liberal curriculum and classroom discussions, and access to information during adolescence.
... Many of these differences can be attributed to social behaviors and beliefs deeply rooted in the upbringing and education of both sexes that can shape the way they perceive themselves, and the choices they make. For instance, even when both gifted boys and girls display math and science abilities during their early years, when they enter the period of adolescence, results have found that gifted girls are more likely to hide those abilities because they are considered less "feminine" or "attractive" by their peers (Kerr & Multon, 2015). ...
... The stereotypical traits that hold girls back in STEM are acquired as early as first grade (Boston & Cimpian, 2018) and tend to persist over time (Nagy et al., 2010). Gender-based stereotypes associating masculinity with mathematics and science and femininity with the humanities is a pattern that tends to hold true across diverse cultural contexts (Charles, 2017;Deemer et al., 2014;Kerr & Multon, 2015;Miller et al., 2015), and seems to be particularly strong in Latin America (Scantebury & Baker, 2007). A study conducted in Chile found that boys and girls from mid-low socio-economic status (SES) associate math with masculinity, whereas girls from high SES do not associate math with either gender. ...
... It has also been found that gifted female students are conscious of sexism and exhibit rejection of the lower status given to women in society (Kao, 2015;Kerr & Multon, 2015;Maso & Proestakis, 2007). In a study conducted in Taiwan, adolescents displayed a greater willingness to agree with negative feminine stereotypes that associated women with characteristics such as exclusion, closed-mindedness, criticism, competition, and envy of others (Kao, 2015). ...
This article contributes to the study of the gender gap for women in STEM, by exploring the socioemotional dimensions of gifted girls with positive attitudes toward math and science, as measured by the TOSRA and TOMRA. The variables of self-concept, self-efficacy, and gender stereotype identification were examined, using the Piers-Harris Self-Concept Scale, Sources of Science and Mathematics Self-Efficacy Scale, and Masculine-Feminine Inventory, based on gender and extracurricular enrichment program participation. The sample consisted of 103 Chilean students in 10th grade, identified as gifted using the Raven’s Standard Progressive Matrices. Data were analyzed using Multivariate Analysis of Variance (MANOVA), Analysis of Variance (ANOVA), and t-tests to analyze the effects of gender and enrichment program participation. Results showed that self-concept for girls is lower than for boys, and lower for girls who attended enrichment programs, compared to girls who did not attend programs. Furthermore, an interaction effect was observed between gender and enrichment program attendance on the gender stereotype subscales of masculinity and submission. Implications for enrichment programs were discussed, suggesting the need to (a) focus on girls´ self-concept, (b) decrease the risk of stereotype threat, and (c) encourage gifted girls to identify how they experience and act upon gender stereotypes.
... Este último aspeto remete para o facto de as questões de género não se colocarem só em relação ao feminino, mas também ao masculino, ou seja, o desempenho de papéis sociais pelos homens e como eles lidam com isso (Kerr & Multon, 2015). Contudo, no caso de raparigas e rapazes sobredotados parece que, mais que uma centração na dualidade feminino versus masculino, importa reconhecê-los como pessoas sobredotadas ou, dito de outra forma, jovens brilhantes, advogando-se uma certa androginia psicológica, que lhes permitirá seguir carreiras mais idiossincráticas (Freeman & Garces-Bascal, 2015). ...
... As crenças que os professores possuem acabam por refletir-se nas suas práticas educativas e, desse modo, condicionar o desempenho e as opções dos alunos. Nesse sentido, o aconselhamento facultado não deve ser alheio às questões de género e deve envolver não só os alunos mas, também, os vários agentes educativos (Kerr & Multon, 2015). ...
... Os estudos que exploram as diferenças em função do género revelam uma diferenciação em todos eles, sendo que esta diferença poderá estar mais associada a questões de género do que à sobredotação em si (e.g., Kohan-Mass, 2016;Wirthwein et al., 2011). Importa equacionar o desenvolvimento de crenças e estereótipos não só dos alunos mas também dos pais e professores na medida em que vão influenciar os jovens educandos (Kerr & Multon, 2015). Nesse sentido, alguns trabalhos revelam que as raparigas e os pais tendem a subestimar o talento matemático que apresentam (Tirri & Nokelainen, 2011) ou percebem-se como menos eficazes nas áreas STEM (Heilbronner, 2013), considerando opções mais conservadores e tradicionalmente associadas ao género masculino. ...
Resumo
O estudo das questões de género também pode aparecer associado ao estudo dos alunos com altas habilidades e sobredotação. O principal objetivo deste trabalho foi realizar uma revisão da literatura na área da temática das mulheres sobredotadas e talentosas, para perceber qual é o estado da arte e se este tópico ainda se revela atual e pertinente. Nesse sentido, foi realizada uma pesquisa na base de dados PSICINFO, utilizando dois descritores: gifted and talented girls e gifted and talented women, e três critérios cumulativos, utilizando os recursos e designações disponíveis na base de dados: a) período de pesquisa: referente aos últimos 5 anos (de 2011 a 2016); b) relevância, considerando o descritor: cinco estrelas; e c) revista com revisão de pares. Foram selecionados e analisados 13 estudos. Os dados foram organizados em função de categorias como: ano de publicação, revista, autores, objetivos, tipologia de investigação, participantes, instrumentos e resultados. As 3 categorias que emergiram em função dos objetivos dos estudos são: vivências de raparigas sobredotadas (4 estudos); perceções e produções diferenciadas em função do género (5 estudos); e, efeitos de intervenção em raparigas sobredotadas (4 estudos). Os dados permitem verificar a pertinência de investigar a temática.PALAVRAS-CHAVE: Sobredotados; revisão de literatura; diferenças sexuais
Abstract
The study of gender issues can also be associated with the study of gifted and talented students. The main goal of this paper was to conduct a literature review in the area of gifted and talented women to understand the state of the art and to clarify if this topic is still current and pertinent. In that sense, a research was done in the PSICINFO database, using two descriptors: "gifted and talented girls" and "gifted and talented women", and three cumulative criteria, using the available resources and designations in the database: a) research period: referring to the last 5 years (from 2011 to 2016); b) relevance, considering the descriptor: five stars; and c) reviewed with peer review. Thirteen studies were selected and analysed. The data were organised according to categories such as: year of publication, journal, authors, objectives, research typology, participants, instruments and results. Emerged 3 categories according to the objectives of the studies: experiences of gifted girls (4 studies); perceptions and productions differentiated according to gender (5 studies); and, intervention effects on gifted girls (4 studies). The data suggest the relevance of research on the subject.
KEYWORDS: Gifted; literature review; human sex differences
Resumen
El estudio de las cuestiones de género también puede aparecer asociado al estudio de los alumnos superdotados y talentosos. El principal objetivo de este trabajo fue realizar una revisión de la literatura en el área de la temática de las mujeres sobredotadas y talentosas, para percibir cuál és el estado del arte y si este tópico todavía se revela actual y pertinente. En este sentido, se realizó una investigación en la base de datos PSICINFO, utilizando dos descriptores: "gifted and talented girls" y "gifted and talented women", y tres criterios acumulativos, utilizando los recursos y las designaciones disponibles en la base de datos: a) período de investigación: para los últimos 5 años (de 2011 a 2016); b) relevancia, considerando el descriptor: cinco estrellas; y c) revisada con revisión de pares. Se seleccionaron y analizaron 13 estudios. Los datos fueron organizados en función de categorías como: año de publicación, revista, autores, objetivos, tipología de investigación, participantes, instrumentos y resultados. Las 3 categorías que surgieron en función de los objetivos de los estudios son: vivencias de chicas superdotadas (4 estudios); percepciones y producciones diferenciadas en función del género (5 estudios); y efectos de intervención en las niñas superdotadas (4 estudios). Los datos permiten verificar la pertinencia de investigar la temática.
PALABRAS CLAVE: Superdotados; revisión de literatura; diferencias sexuales
... Este último aspeto remete para o facto de as questões de género não se colocarem só em relação ao feminino, mas também ao masculino, ou seja, o desempenho de papéis sociais pelos homens e como eles lidam com isso (Kerr & Multon, 2015). Contudo, no caso de raparigas e rapazes sobredotados parece que, mais que uma centração na dualidade feminino versus masculino, importa reconhecê-los como pessoas sobredotadas ou, dito de outra forma, jovens brilhantes, advogando-se uma certa androginia psicológica, que lhes permitirá seguir carreiras mais idiossincráticas (Freeman & Garces-Bascal, 2015). ...
... As crenças que os professores possuem acabam por refletir-se nas suas práticas educativas e, desse modo, condicionar o desempenho e as opções dos alunos. Nesse sentido, o aconselhamento facultado não deve ser alheio às questões de género e deve envolver não só os alunos mas, também, os vários agentes educativos (Kerr & Multon, 2015). ...
... Os estudos que exploram as diferenças em função do género revelam uma diferenciação em todos eles, sendo que esta diferença poderá estar mais associada a questões de género do que à sobredotação em si (e.g., Kohan-Mass, 2016;Wirthwein et al., 2011). Importa equacionar o desenvolvimento de crenças e estereótipos não só dos alunos mas também dos pais e professores na medida em que vão influenciar os jovens educandos (Kerr & Multon, 2015). Nesse sentido, alguns trabalhos revelam que as raparigas e os pais tendem a subestimar o talento matemático que apresentam (Tirri & Nokelainen, 2011) ou percebem-se como menos eficazes nas áreas STEM (Heilbronner, 2013), considerando opções mais conservadores e tradicionalmente associadas ao género masculino. ...
The study of gender issues can also be associated with the study of gifted and talented students. The main goal of this paper was to conduct a literature review in the area of gifted and talented women to understand the state of the art and to clarify if this topic is still current and pertinent. In that sense, a research was done in the PSICINFO database, using two descriptors: 'gifted and talented girls' and 'gifted and talented women', and three cumulative criteria, using the available resources and designations in the database: a) research period: referring to the last 5 years (from 2011 to 2016); b) relevance, considering the descriptor: five stars; and c) reviewed with peer review. Thirteen studies were selected and analysed. The data were organised according to categories such as: year of publication, journal, authors, objectives, research typology, participants, instruments and results. Three categories emerged according to the main goals of the studies: experiences of gifted girls (4 studies); differentiated perceptions and productions according to gender (5 studies); and, intervention effects on gifted girls (4 studies). The data suggest the relevance of research on the subject.
... A lack of clear social norms can lead to uncertainty and anxiety, particularly when a gifted student is also LGBTQ (Cross & Cross, 2015). Gifted students who diverge from heterosexual and gender role norms face difficulties with peers that may require interventions to prevent bullying and to promote self-esteem (Kerr & Multon, 2015). Without a supportive environment, which acknowledges and supports their talents and skills, gifted students generally can engage in inappropriate coping strategies, such as denying their talents, underachieving, or masking their giftedness from classmates to gain peer acceptance (Cross & Swiatek, 2009). ...
... This model focuses on developing individuals as they interact with their environment and challenges (Dai, 2017). Being twice different (or more) can lead to isolation and mental health issues for gifted LGBTQ youth (Levy & Plucker, 2003), as they must deal with their intellectual deviance from the mainstream and stigmatized sexual orientation and gender identity (Kerr & Multon, 2015). Subotnick, Olszewki-Kubilius and Worrell (2018) state that the aspired outcome of gifted education within a talent development model should be to prepare talented youth to transform their abilities into groundbreaking contributions to the world. ...
The present review examines research with gifted LGBTQ individuals, in particular three recent studies which have significantly contributed to a field lacking in empirical research. Prominent themes in the literature will then be discussed, including identity development, peer relationships and support structures. Recommendations will be given on building positive practices for gifted LGBTQ young people. This review suggests that research in this area has notably advanced, in parallel with shifts in legislation, culture and attitudes toward LGBTQ people. Increased focus on aspects of diversity in gifted learners and gifted education have also contributed to this expanding field of research. Future research attention is nevertheless necessary, in order to a) continue advancing the field with strong empirical research, b) broaden the current context of gifted LGBTQ research (thus far almost entirely based within the United States) and c) promote the development of guidelines and best practice for practitioners working with gifted LGBTQ young people.
... Las mujeres, así como las mujeres talentosas, históricamente han enfrentado muchos desafíos y desigualdades dentro del sistema educativo, particularmente en su identificación (Petersen, 2013). Los desafíos son complejos y pueden impedir que las mujeres alcancen su máximo potencial durante sus años escolares debido a las limitantes de género en el involucramiento en diferentes actividades disciplinares (Kerr & Multon, 2015). Entre las muchas barreras a las que se enfrentan las jóvenes talentosas, se encuentran los prejuicios que tienen los profesores en función del género (Bianco et al., 2011). ...
... En este sentido, los estudios de Hernández-Torrano et al. (2013) y los de Lee & Sriraman (2012) confirman que las preconcepciones de capacidad en STEM se encuentran condicionadas al género de los estudiantes. De esta manera, los mensajes que transmiten los modelos adultos influye en que más hombres que mujeres estudien disciplinas STEM (Kerr & Multon, 2015). Esta dinámica guarda similitud con lo publicado por Boston & Cimpian (2018) y Yu y Jen (2019) sobre la ausencia de modelos aspiracionales de mujeres profesionistas en STEM que no se fundamente en estereotipos de género. ...
RESUMEN: La influencia del género en la identificación y desarrollo de alumnas talentosas ha sido un tema medianamente estudiado por la comunidad científica. El objetivo de este estudio fue realizar una revisión sistemática de literatura en Scopus, Web of Science y ProQuest entre 2010-2020. El estudio comprendió dos partes. La primera llevó a identificar el estado del arte circunscrito a 148 artículos científicos, de los cuales se seleccionaron cinco para un estudio más detallado. La segunda buscó responder preguntas sobre tendencias actuales. Los hallazgos permiten afrmar que las tendencias se orientan hacia la formación de infantes talentosos en educación primaria y secundaria. De igual manera, la condición de raza representa una limitante en el desarrollo académico de mujeres talentosas. Por otro lado, se encontró que los estereotipos de género continúan siendo la base del trato de padres y profesores hacia mujeres talentosas. Al respecto, la disparidad de género en la universidad se presentó como una situación recurrente en las investigaciones analizadas. En este sentido, persiste entre los padres de jóvenes talentosos la idea de considerar a las Matemáticas y las Ciencias Naturales disciplinas principalmente masculinas. Esta situación condiciona la autopercepción académica de mujeres talentosas. De igual forma, se encuentran artículos que hacen referencia a la experiencia de aprendizaje desde un enfoque cognitivo. Por último, se detectó una dimisión en la producción científica en el tema de niños y jóvenes talentosos en los últimos años.
... O meio social tem diversas circunstâncias políticas, económicas, culturais que se interrelacionam entre si segundo padrões que constituem a "ordem de género" (Connell, 2002, p. 3). O género agrega o conjunto de relações e interacções sociais dentro das quais, os indivíduos e os grupos agem (Kerr & Multon, 2015). Assim, dentro de uma dada sociedade, as instituições ou grupos de indivíduos podem agir de acordo com a ordem de género vigente ou estabelecer combinações específicas de género -os regimes de género (Connell, 2002, p. 9). ...
... Partidários de uma "ideologia individualista e meritocrática" (Guerreiro & Lewis, 1999), vêem a vida adulta, neutra e fluida em termos de género (A. Kerr & D. Multon, 2015). ...
A investigação propõe-se a compreender de que forma a geração dos jovens criativos, digitais e urbanos se posiciona face à ordem de género vigente. Procura-se para o específico dos contextos de trabalho, e também para os domínios da vida social, recolher representações e práticas ilustrativas das relações de género em que os jovens participam.
A investigação envolve 26 mulheres e homens com idades compreendidas entre os 23 e os 34 anos residentes em meio urbano (Lisboa, Porto e Braga) e que exercem profissões do meio cultural e criativo.
O sector criativo é considerado, se comparado com outros sectores da economia, tolerante, igualitário e menos hierarquizado, em termos das relações de género (e outras). A revisão da bibliografia e a presente investigação mostram, todavia, como os ambientes de trabalho criativos não são imunes às desigualdades e discriminações de género contra as mulheres.
A dissertação assenta numa metodologia qualitativa, usando como instrumento a entrevista semi-directiva. A análise dos resultados sistematiza os depoimentos de acordo com uma grelha que cruza representações de género, relações de género no trabalho, relação trabalho-vida familiar e participação cívica dos jovens. Deste estudo emergem três perfis-tipo ilustrativos da geração de jovens criativos urbanos: os alheados, os instalados e os implicados.
... From a very early age, aspects such as independence, search for knowledge, access to different sources of stimuli, factors related with intellectual OE, are reinforced in men, although increasing movements of women encouragement and support to enter into culturally masculine environments, such as science and politics, are becoming stronger. Still, characteristics such as sensitivity, fragility, interest in social issues, elements present in emotional OE, are still associated with the female gender (Boston & Cippiam, 2018;Kerr & Multon, 2015;Prado, 2018;Siu, 2010). ...
... It is noteworthy that, in adolescence, the period of development the study participants were in, there is increasing social pressure for women to devote themselves to the group's own interests and to the social adaptation to gender stereotypes. Generally, intensities in the way of experiencing life, which may derive from the patterns of overexcitabilities, are more valued for the male gender than for the female, which may justify the achievement of higher averages by male students in the aforementioned OE (Kerr & Multon, 2015;Prado, 2018). ...
The aim of this study was to compare gifted, with academic and artistic talent, and non-gifted students regarding overexcitability, as well as to investigate the perceptions of teachers from a specialized educational program for the gifted about their students’ emotional development. The study included 150 students and six teachers. As instruments, we used participants characterization questionnaires, an overexcitability scale and a semi-structured interview script. Data were analyzed using inferential statistics and content analysis. The results indicated significant differences between gifted and non-gifted students in the patterns of intellectual and imaginative over-excitability, as well as a tendency for teachers to emotionally characterize gifted students with an emphasis on psychological disorders and weaknesses. To invest in educational strategies that use information derived from overexcitability patterns as facilitating tools for the learning process of the gifted can contribute to increasing student engagement at school, keeping them motivated.
... Bu anlam, kız ve erkeklere farklı cinsiyet rolleri yüklenmesine sebep olmaktadır (Blackstone, 2003). Yüklenen cinsiyet rolleriyle birlikte şekillenen cinsel kimlik, normal gelişim gösteren bireylerde biyolojik gelişimle paralel bir şekilde ilerleyerek 4-7 yaş aralığında oluşmaya başlarken özel yetenekli bireylerde daha erken yaşlarda oluşur ve bu sebeple daha karmaşık bir süreç görülebilir (Kerr & Multon, 2015). Bu süreçte özel yetenekli erkekler kızlara göre daha az sosyolojik ve psikolojik engelle karşılaşırken özel yetenekli kızlar için resim çok daha farklıdır (Grau, 1985). ...
... This meaning causes different gender roles to be assigned to boys and girls (Blackstone, 2003). While sexual identity, which is shaped by the loaded gender roles, starts to form in the age range of 4-7 years in parallel with the biological development in individuals with normal development, it occurs at an earlier age in individuals with special abilities, and therefore, a more complex process can be seen (Kerr & Multon, 2015). In this process, while gifted boys face fewer sociological and psychological barriers than girls, the picture is much different for gifted girls (Grau, 1985). ...
Özel Yetenekli Çocuklar ve Ebeveynleri
... La identidad de género es un concepto relacionado estrechamente a la identidad social (la cual se ha mencionado); hace referencia al sentimiento individual de la masculinidad o la feminidad (Johnson y Wassersung, 2010, apud Kerr y Multon, 2015). Los individuos desarrollan la identidad de género a partir de la infancia con base en la interacción con los padres y medios de comunicación (Baron y Byrne, 2005); adquieren de modo gradual los estereotipos de género de su propia cultura. ...
... Así, se puede decir que el ser mujer, cultu-ralmente, significa existir en función del sexo masculino. Asimismo la mujer enfrenta discriminación laboral (Aubert, 1976; Velandia-Morales y Rincón, 2014; Burton y Weiner, 2016) y educacional (Kerr y Multon, 2015), producto del estereotipo de género. ...
La terapia familiar sistémica en el transcurso del tiempo, se ha ido nutriendo de las críticas y los cuestionamientos contemporáneos a su época. En ese sentido, esta obra busca nutrir, ampliar y complementar la mirada sistémica, a una que reconozca la muliticulturalidad de las personas LGBT+, que replante sus formas de enseñar y sobre todo sea incluyente a la diversidad de miradas. En este libro, las autoras somos terapeutas jóvenes, terapeutas marcadas por la diversidad sexual, lésbica, gay, bisexual y transexual, situación que nutre nuestra episte- mología a una más plural, con tal de modi car las relaciones que se construyen con el resto de la sociedad. Por eso, la importancia de este escrito que el día de hoy tienen en sus manos, dado que reconocer la diversidad es reconocer la diferencia humana y a la vez, reconocer lo que nos hace iguales.
... Además, cuando no se interviene con el alumnado de altas capacidades, uno de los principales problemas a los que se enfrentan es la falta de motivación (Obergriesser y Stoeger, 2015), que puede derivar en un bajo rendimiento académico y un aumento en las probabilidades de fracaso escolar (García-Barrera y de la Flor, 2016; Gómez y Mir, 2011). Esto es especialmente preocupante en las chicas, pues a esto se le suma la disminución del autoconcepto al llegar a la adolescencia (Goñi et al., 2012;Moritz et al., 2009), lo que les lleva a tener menores aspiraciones académicas y no optar por carreras STEM (Science, Technology, Engineering and Mathematics) debido, en parte también, a conformarse con los roles de género establecidos que implican que este tipo de carreras sean tradicionalmente más cursadas por hombres que por mujeres (Kerr y Multon., 2015). ...
En el campo de las altas capacidades se encuentra la necesidad de prestar especial atención a las necesidades de las chicas adolescentes con altas capacidades, pues estas difieren de las de los chicos. Históricamente, la identificación de estas jóvenes ha sido inferior a la de los chicos. Se desconoce la razón de este hecho, pero a pesar de que la literatura demuestra que no existen diferencias entre hombres y mujeres en el nivel de inteligencia, es posible que la causa sea la falsa creencia de que las mujeres son inferiores intelectualmente. Debido a esto, la participación de las chicas en los programas de intervención para alumnado con altas capacidades es considerablemente menor a la de los chicos. El presente estudio busca conocer el número de chicas y chicos participantes de los programas de intervención en España, México, Portugal y Brasil pertenecientes a la red internacional REINEVA. Los resultados han sido los esperados y se comprueba que la participación de las chicas es significativamente inferior a la de los chicos en la mayoría de los países, lo que indica la necesidad de conocer las causas de esta disparidad y la consecuente mejora en la tarea de identificación.
... Latar belakang dan tingkat pendidikan individu berpengaruh terhadap bagaimana pengalaman pribadi seseorang dalam memaknai dan menjalani kehidupannya. Penelitian yang dilakukan oleh (Kerr & Multon, 2015) menjelaskan bahwasannya perempuan dengan tingkat kecerdasan di atas laki-laki akan memiliki kecenderungan seksisme dan menolak adanya perbedaan perlakuan antara kedua jenis kelamin yang berbeda, hal ini berpengaruh terhadap bagaimana responden dengan latar belakang pendidikan yang lebih tinggi akan mengalami bias jawaban dengan individu yang latar belakang pendidikannya berbeda stratanya. ...
Penelitian mengenai Sex Role Orientation (SRO) di Indonesia memiliki signifikansi yang besar karena tema ini masih terbatas dalam pembahasan, terutama dalam analisis konstruk menggunakan model analisis baru, yaitu Rasch Model. SRO, yang dikembangkan oleh Brogan dan rekan-rekannya pada tahun 1976, menjadi fokus penelitian ini, yang bertujuan untuk melakukan validasi alat ukur SRO yang telah diadaptasi ke dalam bahasa Indonesia. 361 yang terdiri dari 119 orang laki-laki dan 242 perempuan. Hasil reliabilitas menggunakan Cronbach Alpha menunjukkan nilai sebesar 0,90, mengindikasikan tingkat reliabilitas yang baik pada alat ukur tersebut.Wright Map menunjukkan persebaran tingkat kesulitan item yang merata. Namun, ditemukan bahwasannya secara khusus, item nomor 34 merupakan item tersulit. Serta berdasarkan nilai mean square (MNSQ) in-fit dan outfit terdapat beberapa item yang mengalami underfit maupun overfit. berikutnya berdasarkan hasil analisa differential item functioning dengan data demografis jenis kelamin dan latar belakang pendidikan adanya beberapa item yang mengalami bias jawaban
... Del mismo modo, es importante considerar las dimensiones socioemocionales de estos estudiantes, proporcionando apoyo en áreas como la gestión del estrés, el desarrollo de habilidades sociales, la orientación vocacional (Cross & Cross, 2015;Peterson, 2015;Schuur et al., 2021), e incluso la búsqueda de significados y propósitos vitales (Rodríguez- Fernández & Sternberg, 2024). Todo ello sin olvidar la necesidad de incorporar la perspectiva de género, que también juega un papel fundamental en la atención a las ACI, puesto que las mujeres con ACI pueden enfrentar barreras adicionales como estereotipos de género y expectativas sociales que limitan su desarrollo (Bianco et al., 2011;Kerr & Multon, 2015;Reis, 2001). Por lo tanto, el profesorado debe considerar esta situación y promover el apoyo a las ACI y la equidad de género. ...
Existe escasa evidencia sobre la atención educativa que el alumnado con altas capacidades intelectuales recibe en las universidades españolas, constituyendo un déficit teórico-práctico para la educación inclusiva de este colectivo. El presente estudio explora las experiencias de estudiantes con altas capacidades intelectuales en la educación superior española, tratando de identificar barreras y necesidades en su adaptación universitaria y en la calidad de la respuesta educativa recibida. Mediante un enfoque cualitativo fenomenológico, se entrevistó a 11 estudiantes para analizar sus percepciones sobre el ingreso, la respuesta educativa y los servicios de apoyo disponibles. Los resultados revelan que los estudiantes no contaron con protocolos específicos en el acceso a la universidad y en su mayoría describen el uso docente de metodologías tradicionales que limitan su potencial. Además, perciben los servicios de apoyo como insuficientes para atender sus necesidades psicopedagógicas. En conclusión, es necesario implementar políticas inclusivas, metodologías diferenciadas y formación docente especializada para optimizar una educación superior más equitativa y de calidad para abordar la superdotación
... For example, there may be fewer resources and opportunities for gifted students in rural regions (Boulden et al., 2021); and schools in lower socioeconomic areas may struggle to identify and support gifted learners (Harmon, 2001). Additionally, gifted female-identifying students often experience less support in home and school environments for pursuing STEM fields (Stoeger et al., 2016) and they may face gender socialization challenges that create inner conflict (Kerr & Multon, 2015). ...
In examining dominant discourses affecting their career development, this article explores the deconstruction and reconstruction of career narratives for gifted learners. Leveraging career construction theory and especially the associated intervention of deconstruction, this article emphasizes childhood career development with holistic approaches to develop gifted individuals’ narratives, and proposes practices to enhance their career adaptability. Furthermore, this article calls for reconceptualizing career success for gifted individuals to facilitate their ability to construct authentic and fulfilling career paths.
... Giftedness is defined as extraordinary and superior potential in any field (Kerr and Multon, 2015), and it is estimated that 2 out of every 100 individuals (2%) in the society may have giftedness (Leana-Taşcılar, 2020a). High levels of talent, empathy, creativity and idealism are among the strengths of gifted individuals. ...
Filmler, insan yaşamını çeşitli yönlerle ele alıp dışarıya aktaran araçlardır. Çoğu insan, filmlerde kendi yaşamına ilişkin ipuçları bulabilmektedir. Bu araştırmada, üstün yetenekli bir çocuğun eğitim ve kariyer gelişim sürecini konu alan Deha (Gifted) filmi, Krumboltz’un Sosyal Öğrenme Kuramı temel alınarak üstün yetenekli bireylerin kariyer gelişimleri bakımından incelenmiştir. Çalışmada, nitel araştırma desenlerinden doküman incelemesi kullanılmıştır. Araştırmanın bulgularında, genetik faktörler, çevresel olaylar/koşullar, öğrenme deneyimleri, göreve yaklaşım becerileri ve genellemeler temaları elde edilmiş olup bu temalar arasında çevresel olaylar/koşullar öne çıkmıştır. Çevresel olaylar/koşullar teması altında en fazla sosyal çevredeki bireyler kategorisi gözlenmiştir. Bu doğrultuda, filmde üstün yetenekli bir çocuk olan Mary’nin kariyer gelişim sürecinde yakın çevresindeki bireylerin oldukça etkili olduğu görülmüştür. Ayrıca, filmde Krumboltz’un Sosyal Öğrenme Kuramı ile uyumlu olarak, genetik ve çevresel etmenlerin birlikte ve etkileşimli bir biçimde kariyer gelişim sürecini etkilediği sonucuna ulaşılmıştır. Filmin, üstün yetenekli bireylerin kariyer gelişimlerini incelemek için kullanılabilecek film terapi uygulamalarına destek olabileceği söylenebilir. Son olarak, bulgular ilgili alanyazın çerçevesinde tartışılmış ve çeşitli öneriler sunulmuştur.
... It has been observed, however, that gifted students present high levels of indecision in career choice (Jung, 2017). The gender variable can complicate this, since the process of choosing a career in female gifted students can be hindered by pressures from the environment, such as cultural beliefs, male and female roles, and their own vision of family that can influence personal ambitions (Kerr & Multon, 2015). ...
The areas of science, technology, engineering, and mathematics have an impact on countries’ social and economic transformation, innovation, and sustainable development; women's participation, however, in science and mathematics careers, has remained scarce. This remains true for gifted women, that is, women who display high cognitive potential, which leads to less inclusive societies that squander an important part of their talent. Through a qualitative study, gender differences in the career choice process of gifted students with STEM interests were examined. Thirty students in their last year of high school (15 women and 15 men) with the above-mentioned characteristics participated by responding to an in-depth interview. Findings show that, for both genders, academic decisions are mainly determined by individual factors linked to giftedness characteristics, academic/cognitive skills and interests, and contextual factors linked to family, school, and experiences of others who study or work in the STEM areas of interest. The implications of these findings are discussed, suggesting the need to create more inclusive school environments and vocational guidance to offer these students, highlighting the urgency to promote greater female participation in STEM.
... The main effect of a student being female was associated with a 3.79-point decrease in mean math score and was not practically significant. The lack of practical difference in math scores between female and male students is not surprising, given the literature that indicates no difference in the math abilities in female and male learners [59]. Additionally, in this study, female students are almost as represented in gifted math programming as male students, but at the elementary level, participation may be less reflective of self-selected courses than in middle or high school. ...
Gifted education is an effective intervention for high-ability students who need more academic challenges. However, the relationship between program effectiveness and demographic categories has been scantly evaluated. Research focused on the effectiveness of gifted education infrequently considers the intersections of ability, race, sex, socioeconomic status, and language. To fill this gap, I used an ex post facto quasi-experimental design to conduct a cross-sectional evaluation of gifted service models at the intersections of cultural identity groups in Ohio. Findings underscore the relationship between the type of gifted service model and achievement on standardized math test scores varying across demographic groups.
... Men and women, naturally, have distinct societal duties. Men and women have varying social obligations in social activities as a result of their gender disparities (Kerr & Multon, 2015;Singh, P., Tabe, T., & Martin, 2022). ...
The main thing that affects language is Gender, it can affect the choice of words used. Then the language used by women is different from the language used by men. Those state that the choices of words, vocabulary, or sentences of language conversation through gender are different. This study conducted to analyze what happened or was experienced by certain groups which focused on the differences in the use of spoken language that were studied by gender. There are no participants in this research because this research use library research which is based on the literature review to analyze the data. This research uses descriptive qualitative. Analyzing and collecting data conducted by compiling or clarifying and interpreting. Data were collected through analyzing and reviewing sources in the form of books and articles discussing the topic then analyze the data in order to draw the conclusion. The result of study found that the language differences exist because of the paradigm social then produce differences in language conversation such as vocabulary use, word choice and emotional differences.
... Thus it appears that some of the known outcomes of school bullying are also evident among gifted children in schools (Coleman & Cross, 1988) and worthy of greater attention by anti-bullying researchers and practitioners. Peterson and Ray (2006) offered several reasons for why gifted adolescents generally may be greatly susceptible to the dangers of bullying such as asynchronous child development, i.e. their inner experiences and self-awareness are qualitatively different from the norm (Silverman, 2002), and non-stereotypical gender behaviour, i.e. gifted children's gender and sexuality preferences and behaviour can significantly differ from their same-sex peers (Kerr & Multon, 2015). Additionally, this susceptibility to bullying appears to magnify when gifted adolescents also self-identify as LGBTI + (Graytak et al., 2009). ...
Research has indicated that gifted adolescents experience an increased amount of bullying and cyberbullying compared to their non-gifted peers. However, there has not been a sufficient attempt to investigate the extent of bullying and cyberbullying victimisation among gifted adolescent populations in Ireland. A total of 195 gifted adolescents between the ages of 14 and 18 years completed a comprehensive online survey assessing the bullying and cyberbullying prevalence, wellbeing, indicative mental health, and friendship quality outcomes. The results showed considerably higher prevalence rates of bullying and cyberbullying victimisation among gifted adolescents compared to an all-Ireland national prevalence rate. Bullying and cyberbullying victimisation was associated with higher levels of negative outcomes. Females, LGBTI + , and twice-exceptional participants scored significantly lower on satisfaction with life and significantly higher on negative outcomes compared to other gifted participants. The results are discussed alongside recommendations for anti-bullying policies and teacher education provisions.
... Role theory explaining gender difference between cultural distance and academic performance Gender roles are lifelong expectations shaped by culture "through direct communication and through media" (Kerr & Multon, 2015). The updated version of role theory has related gender to culture. ...
Cross-border students’ academic performance draws people’s attention, whereas perceived cultural distance might influence their performance with gender difference. Based on role theory, men and women present different roles in society, and women are good at perceptual, cognitive aspects, making them more sensitive to cultural distance. Finding shows that the negative moderation role of gender existed in the relationship between cultural distance and academic performance. Particularly, female students showed lower cultural adaptation after cross-border migration, which then influenced their academic performance in universities. This study provides implication for policymakers and universities to pay more attention with additional resources to support female students’ cultural adaption.
... Además, cuando no se interviene con el alumnado de altas capacidades, uno de los principales problemas a los que se enfrentan es la falta de motivación (Obergriesser y Stoeger, 2015), que puede derivar en un bajo rendimiento académico y un aumento en las probabilidades de fracaso escolar (García-Barrera y de la Flor, 2016; Gómez y Mir, 2011). Esto es especialmente preocupante en las chicas, pues a esto se le suma la disminución del autoconcepto al llegar a la adolescencia (Goñi et al., 2012;Moritz et al., 2009), lo que les lleva a tener menores aspiraciones académicas y no optar por carreras STEM (Science, Technology, Engineering and Mathematics) debido, en parte también, a conformarse con los roles de género establecidos que implican que este tipo de carreras sean tradicionalmente más cursadas por hombres que por mujeres (Kerr y Multon., 2015). ...
Resumen En el campo de las altas capacidades se encuentra la necesidad de prestar especial atención a las necesidades de las chicas adolescentes con altas capacidades, pues estas difieren de las de los chicos. Históricamente, la identificación de estas jóvenes ha sido inferior a la de los chicos. Se desconoce la razón de este hecho, pero a pesar de que la literatura demuestra que no existen diferencias entre hombres y mujeres en el nivel de inteligencia, es posible que la causa sea la falsa creencia de que las mujeres son inferiores intelectualmente. Debido a esto, la participación de las chicas en los programas de intervención para alumnado con altas capacidades es considerablemente menor a la de los chicos. El presente estudio busca conocer el número de chicas y chicos participantes de los programas de intervención en España, México, Portugal y Brasil pertenecientes a la red internacional REINEVA. Los resultados han sido los esperados y se comprueba que la participación de las chicas es significativamente inferior a la de los chicos en la mayoría de los países, lo que indica la necesidad de conocer las causas de esta disparidad y la consecuente mejora en la tarea de identificación.
Palabras Clave: Altas Capacidades, mujeres, intervención, programa, identificación.
Abstract
In the field of high abilities, there is a need to pay special attention to the needs of girls with high abilities, since these differ from those of boys. Historically, the identification of these young women has been lower than that of the boys. The reason for this fact is unknown, but despite the fact that the literature shows that there are no differences between men and women in intelligence, it is possible that the cause is the false belief that women are intellectually inferior. Due to this, the participation of girls in intervention programs for gifted students is considerably lower than that of boys. The present study aims to know the number of girls and boys participating in the intervention programs in Spain, Mexico, Portugal, and Brazil belonging to the international REINEVA network. The results are as expected and it is found that the participation of girls is significantly lower than that of boys in almost all countries, which indicates the need to know the causes of this disparity and the consequent improvement in the identification task.
... Indeed, intellectually gifted children have advanced performance in language and memory given their chronological age (Kerr & Multon, 2015;Porath, 2006;Vaivre-Douret, 2011). ...
Intellectually gifted children tend to demonstrate especially high working memory capacity, an ability that holds a critical role in intellectual functioning. What could explain the differences in working memory performance between intellectually gifted and nongifted children? We investigated this issue by measuring working memory capacity with complex spans in a sample of 55 gifted and 55 nongifted children. Based on prior studies, we expected the higher working memory capacity of intellectually gifted children to be driven by more effective executive control, as measured using the Attention Network Test. The findings confirmed that intellectually gifted children had higher working memory capacity than typical children, as well as more effective executive attention. Surprisingly, however, working memory differences between groups were not mediated by differences in executive attention. Instead, it appears that gifted children resolve problems faster in the processing phase of the working memory task, which leaves them more time to refresh to-be-remembered items. This faster problem solving speed mediated their advantage in working memory capacity. Importantly, this effect was specific to speed on complex problems: low-level processing speed, as measured with the Attention Network Test, did not contribute to the higher working memory capacity of gifted children.
... Dentro de la investigación en este tema, al considerar las características de hombres y mujeres con AC, se ha encontrado que ambos son más similares que diferentes en cuanto a inteligencia, habilidades creativas y ajuste psicológico (Kerr et al., 2012). Asimismo, las mujeres con AC suelen tener intereses más similares a los hombres con alta capacidad que a sus pares del mismo sexo (Kerr & Multon, 2015). ...
El presente estudio cuantitativo indaga sobre el nivel de autoconcepto en estudiantes secundarios con alta capacidad (AC) y su relación con los estereotipos de género y la participación en programas de enriquecimiento extracurricular. Los resultados muestran que las mujeres con AC presentan un autoconcepto menor en comparación a sus pares hombres y que esta diferencia se acentúa en aquellas que asisten a programas de enriquecimiento, presentando además más características de género socialmente aceptadas como femeninas y asociadas a sumisión.
Palabras clave: alta capacidad, brecha de género, autoconcepto, estereotipo de género. //
This quantitative study investigates the level of self-concept in gifted students and its relationship with gender stereotypes and participation in extracurricular enrichment programs. The results show that gifted women present lower self-concept compared to their male peers and that this difference is accentuated in those female students who attend enrichment programs, also presenting more gender characteristics socially accepted as feminine and associated with submission.
Keywords: Giftedness, gender gap, Self-concept, gender stereotypes
... First, relationship problems, labeling and loneliness are important in all the books as the difficulty areas that the main character struggled. Gifted children, due to their overexcitiability and asynchronous development, either fail to communicate with their peers and prefer being friends with adults or choose loneliness (Kerr & Multon, 2015;Robinson, 2008). At the same time, their characteristics that derive from their giftedness can lead them to be labelled among their friend groups (Öpengin & Sak, 2012). ...
Bibliyoterapi, çocuklara yaşadıkları problemlerin üstesinden gelmelerinde kitap okuma aracılığıyla gerçekleştirilen yardım sürecidir. Bu yardım sürecinin etkililiğini artırmada kitap seçimi önemli bir konudur.
Üstün yetenekli çocuklarla gerçekleştirilecek bibliyoterapi uygulamalarında kullanılabilecek kitaplara ilişkin araştırmalar son derece sınırlıdır. Bu nedenle bu
araştırmada, ilkokul düzeyindeki üstün yetenekli çocukların yaşayabilecekleri psiko-sosyal güçlüklere yönelik konuları içerip içermemesi ve üstün yetenekli
çocuklarla gerçekleştirilebilecek bibliyoterapi uygulamalarında kullanılmaya uygunluğu açısından üç kitap incelenmiştir. İncelenen kitaplarda, ilişki problemleri, etiketleme ve yalnızlık, kimlik gelişimi ile ilgili güçlükler ve mükemmeliyetçilik öne çıkan içerikler olmuştur. Sonuçlara göre, incelenen kitapların üstün yetenekli çocukların deneyimleyebileceği güçlüklere yönelik içerikler taşıdığı ve bu nedenle psikolojik
danışmanlar tarafından üstün yetenekli çocuklara verilecek yardım sürecinde kullanılabileceği söylenebilir
... The construction of gender identity is a complex and ongoing project (Avery, 2012;Kerr & Multon, 2015). The influence of media (Orenstein, 2011;Sandhu, 2016Sandhu, , 2018Wood, 2012), social and cultural norms (Collinson & Hearn, 1994;Fugate & Phillips, 2010), discriminatory actions and agendas for men and women (Czarniawska, 2013), peer pressure (Shepard, Nicpon, Haley, Lind, & Liu, 2011), parental and family influence (Kerr & Cohen, 2001), and last but not least, direct communication (Wood, 2012) coerce individuals into gendering. ...
The study investigates the phenomenological impact of gender cues in advertisements on the perceived gender identity meanings of the advertised product. The study utilizes a randomly assigned participants design that exposes three separate groups of participants to differently gendered advertisements of the same product and captures the distinction in the participants’ construction of the gender identity meanings of the advertised product under experimental conditions. Results establish the significant influence of gender cues in advertisements on the perceived gender identity meanings of the advertised product. Results also underscore the difference in the perceptions of men and women under the same stimulus. Theoretical contributions and implications for marketers are discussed.
... Vacillating between genuineness and inauthenticity, gifted students may feel pressure to hide their giftedness due to fears of bullying (Peterson & Ray, 2006) and/ or a desire for peer acceptance (Cross & Cross, 2015). In addition, gifted girls may be reluctant to reveal their giftedness due to social and relational norms, such as the belief that girls shouldn't be smarter than the boys they date (Kerr & Multon, 2015). Sometimes erroneously judged as lacking motivation, gifted students underperform to avoid feeling anxious and/or to be viewed more favorably by their peers. ...
Gifted students can encounter anxiety-provoking stressors throughout their day. Developing effective anxiety management skills allows them to better navigate these challenges. Concepts from neuroscience help us better understand responses to anxiety and can assist gifted youth and those working with them in recognizing how and when to best apply anxiety management strategies. This article reviews these concepts and integrating them into the classroom environment to assist with this learning process. In addition, it examines an evidenced-based anxiety management intervention that has been found to be efficacious for gifted youth, Emotional Freedom Techniques (EFT). Results of recent EFT research are reviewed and the steps to learning EFT are outlined.
... The recognition that sexual orientation as gay, lesbian, or bisexual only describes attraction rather than identity has been highlighted by the upsurge in individuals identifying as transsexual, that is, having a core identity as male or female that differs from biological sex (Galupo, Davis, Grynkiewicz, & Mitchell, 2014). Psychologists serving gifted students should attempt to carefully distinguish among these concepts as they survey the literature, rather than assuming that studies using biological sex as a variable reflect the actual complexity of individual talent developing within gendered contexts (Kerr & Multon, 2015). In addition, the fact that many parenting and educational practices are gendered means that psychologists need to help their clients to understand how their upbringing and education has limited or expanded their choices. ...
For most of the history of the psychology of talent development, gender was simply construed as a binary construct based on the biological aspects of sex characteristics. Although gradually psychologists began to distinguish between biological sex and gender role, the socially constructed ideas of behaviors appropriate to male and female sex, it is only more recently that gender has been considered as a nonbinary complex. Therefore, this chapter presents gender on a continuum and will provide an overview of gender development in gifted students. Furthermore, the chapter detail issues specific to self-identified girls, self-identified boys, and LGBTQ gifted students. It should be noted that in the gifted education literature, biological sex is used almost exclusively; therefore within the context of this chapter we attempt to clarify that biological sex is not all encompassing. Suggestions for psychologists working with gifted students are presented.
... Thus, gifted girls have the "raw ability" necessary to pursue STEM. Why, then, do they shy away from careers in this domain (e.g., Eccles, 1994;Kerr & Multon, 2015;Lubinski, Benbow, & Kell, 2014;Mendez & Crawford, 2002)? Here, we highlight two key factors that may contribute to this phenomenon-namely, children's exposure to (a) negative stereotypes about women's intellectual abilities and (b) stereotypes about the people in STEM fields (e.g., "nerdy," socially awkward). ...
Despite having the raw ability to pursue careers in science and engineering, gifted girls often shy away from such careers. Here, we explore two explanations for this puzzling phenomenon. Specifically, we argue that exposure to (1) negative stereotypes about women’s intellectual abilities and (2) stereotypes about scientists as “nerdy,” eccentric loners may undermine gifted girls’ confidence in their ability to succeed in science and engineering, their sense of belonging in these fields, and—ultimately—their interest. We also suggest evidence-based strategies for inoculating girls against these stereotypes and boosting their interest in science and engineering.
Beginning with my own personal experiences in reproductive justice and bodily autonomy work for the women in my community, the chapter examines how the liberties of women have been taken away since the dawn of agriculture by looking at limits to bodily autonomy, women’s ability to work in self-determined ways, and gender relations through the history of society. The harms of this loss of liberty, health, and other are laid bare including how those harms affect others beyond the women being controlled. The anthropological reasons for women being made into property are also explored revealing how their domination and control have both driven the growth of human societies and been ingrained within the very fabric with that growth used as a justification. Using my own research and work with gifted women, the ways that women approach and are allowed to approach the world of work on their own terms are explored to better understand how systems of dominance can be pervasive and change how women seek out and express their freedom. The history of patriarchal dominance and how it built itself into human societies is discussed to gain a fuller picture of how deeply gender-based oppression and repression goes. Finally, we explore what happens when women and sexual minorities have and express their freedom and the net benefits to society that this brings to all in our communities and society.
Introducción: El estudio que se presenta persigue analizar y comparar la presencia de mujeres en el ámbito educativo con relación a las carreras STEM, así como indagar en el interés de las mujeres jóvenes por los temas científicos y tecnológicos. Metodología: Se utilizó una metodología de enfoque cuantitativo aplicando revisión estadística de fuentes secundarias (SIIU y UCLM); se administró un cuestionario elaborado ad hoc a N=480 jóvenes de Castilla-La Mancha entre los 16 y los 29 años.Resultados: Los resultados muestran la evidencia de las brechas de género en el acceso y elección de los estudios considerados STEM. Las mujeres se decantan, en mayor proporción, por estudios vinculados a las ramas de ciencias sociales, humanidades y ciencias de la salud. Discusión: La información obtenida permite explorar cuáles son los posicionamientos e intereses de las mujeres jóvenes además de los factores que están influyendo en la elección de sus estudios post-obligatorios. Conclusiones: Seguir profundizando en cómo operan en las brechas de género, en relación con el desarrollo y el interés en la ciencia, es un reto ineludible que afecta de manera directa al sistema educativo, pero en el que deben estar presentes todos los agentes de socialización.
This study examined the diversity in feelings of loneliness among high-ability students. Individual differences (intelligence level, giftedness label, and personality) and differences in the social context (peer acceptance, peer rejection, victimization, and friendship quantity) of adolescents were considered as predictors of loneliness. Additionally, gender differences were investigated in both the level of loneliness and in the effect of social-context characteristics on loneliness. The sample consisted of 403 students belonging to the top 10% of their age group in terms of cognitive ability ( M age = 12.4 years, 50.3% males). Variables were measured longitudinally across four time points during two consecutive school years using self-report and peer nominations. Multilevel growth curve analyses revealed that all predictors except giftedness label and peer rejection uniquely predicted loneliness over time. Gender differences were found for the effects of peer rejection and victimization. These findings highlight the diversity of social experiences among high-ability youth and emphasize the importance of both individual and contextual factors in shaping these distinct experiences.
LGBTQ+ (lesbian, gay, bisexual, transgender, and queer/questioning) individuals face disparities within society as well as within the healthcare system. Historically, LGBTQ+ individuals faced extreme hostility and discrimination within the medical system, whether it was from physicians, nurses, support staff, or inability to access insurance or care. While younger people are becoming more open about gender identity and expression as well as sexual minority status, disparities still exist in regard to mental health, substance use, health outcomes, and preventative care. Data on adverse childhood experiences (ACEs) show that people adapt to stressors in both healthy and unhealthy ways. It is important to approach the care of LGBTQ+ youth from a trauma-informed care perspective and conceptualize patient’s presenting symptoms and behaviors as their responses to survival. This chapter explores disparities in LGBTQ+ youth and why they exist. The impact of coming out, minority stress theory, and resilience factors continue to play a role in adulthood and affect well-being. LGBTQ+ is used interchangeably with sexual and gender minority individuals in this publication.
In this article, I discuss how gender roles are represented in a selection of South African picturebooks, paying particular attention to how these books cumulatively constitute a hidden curriculum. The picturebooks of the Book Dash collection, an online collection of free children’s literature created in South Africa, have been chosen as the case study. The data have been analysed using thematic analysis. Eagly and Wood’s Social Role Theory provides the theoretical framework. Findings from this study suggest that when the picturebooks are read cumulatively, the persistence of gender role stereotypes can be observed in the Book Dash collection, which depicts gendered characters in various ways that could be read as both perpetuating and challenging stereotypes. The recommendation of this study for teacher education is that aspects of the hidden curriculum should be addressed carefully when teaching or selecting children’s literature for children.
The aim of the study was to examine the relationship between the attachment styles, self-compassion, stress coping styles and psychological symptom levels of university students.The universe of the research consists of university students studying at universities in the TRNC in the 2021-2022 academic year. 380 individuals selected by randomized sampling method were included in the study. Demographic Information Form, Experiences in Close Relationships-II Scale, Self-Sensitivity Scale, Styles of Coping with Stress Scale and Brief Symptom Inventory were used as data collection tools. It was found that there were significant and negative correlations between self-sensitivity and psychological symptoms in the study. In addition, there were positive correlations between the scores of the participants from the desperate approach , submissive approach and psychological symptom scores.Finally, this study revealed that there was a statistically significant positive relationship between the sub-dimensions of avoidant attachment, self-judgment and the level of psychological symptoms.
Having multiple identities, in this case gifted and LGBTQ+, that deviate from a student's school population majority and their community's majority can bring compounded challenges. Two goals of those working with gifted LGBTQ+ youth should be to recognize the challenges they face and help these youths “in building positive social supports that can serve as a buffer when difficult experiences occur” by creating a culture of belonging in their gifted program and classroom. Strategies for an inclusive classroom are provided, meeting the needs of LGBTQ+ and gifted LGBTQ+ students (Cross & Cross, 2015, p. 169).
Gifted LGBTQ+ learners are at risk in a heteronormative society. In learning settings, they are affected by bullying, discrimination, and violence. Because of biases against gender and sexual minorities, their talents and gifts can be often ignored and underdeveloped. Therefore, the role of inclusive gifted education is to provide opportunities for gifted LGBTQ+ learners to thrive. Understanding the intersections of gender identity, sexual expression, and transformational giftedness is essential to nurture and empower gifted LGBTQ+ (G/LGBTQ+) youth to develop resilience and encourage transformative action. By adopting the conception of transformational giftedness, “giftedness that makes a positive, meaningful, and possibly enduring difference to the world” (Sternberg et al., Beyond transformational giftedness. Education Sciences, 11(5), 192, 2021, p. 1) as opposed to transactional giftedness, a “form of giftedness whereby one meets certain societal expectations in exchange for being identified as gifted” (Sternberg et al., Beyond transformational giftedness. Education Sciences, 11(5), 192, 2021, p. 1), we call on educators to support the needs of gifted LGBTQ+ learners, as these learners have great potential for activism and social change. This approach offers solutions to current barriers to inclusion and educational reform as well as visions of an ideal, inclusive gifted program, derived from gifted student and teacher perspectives that focus more on developing the potential for transformational giftedness.KeywordsGifted LGBTQLGBTQGayGiftedTransformational giftednessSexual orientationGender identitySelf-actualizationTeacher perspectivesStudent perspectives
Der Band führt empirische Forschung aus Erziehungswissenschaft, Pädagogischer Psychologie und Fachdidaktiken systematisch zusammen, die sich mit schulischen und unterrichtlichen Bedingungen der Motivation Lernender befasst.
Die Förderung der Motivation von Schülerinnen und Schülern zählt zu den zentralen Zielsetzungen von Unterricht. Lehrermotivation und Unterrichtsmerkmale gelten dabei als wichtige Einflussgrößen auf die Motivation der Lernenden. Allerdings besteht ein Mangel an theoretischen Modellen und empirischen Befunden zur Beschreibung jener Prozesse, die den Zusammenhängen von Lehrermotivation, Unterrichtsgestaltung und der motivationalen Entwicklung Lernender zugrunde liegen. Der Beitrag greift dieses Desiderat auf und stellt ein integratives Theoriemodell der unterrichtsbezogenen Sozialisation motivationaler Entwicklung vor. Dabei werden Modelle aus Erziehungswissenschaft (Angebots-Nutzungs Modell) und Pädagogischer Psychologie (erweiterte Erwartungs-Wert-Theorie von Eccles), die eine Beschreibung motivationsförderlicher Unterrichtsprozesse beinhalten, zusammengeführt. Anhand des vorgeschlagenen Modells werden zukünftige Forschungsthemen und handlungspraktische Implikationen im Bereich der Lehrer- und Schülermotivation diskutiert.
Die Physik ist eine Domäne, in der Engagement sowohl in der Schule als auch im Studium stark vom Geschlecht abhängt. Selbst physikinteressierte Schülerinnen entscheiden sich nur selten für ein Physikstudium und verlassen dieses überproportional häufig. Zur Förderung besonders interessierter Schülerinnen in Physik wurden außerschulische Enrichmentprogramme wie Schülerwettbewerbe vorgeschlagen. Schülerwettbewerbe ermöglichen in besonderer Weise diesen Schülerinnen angemessene inhaltliche Herausforderungen zu bieten und deren Zugehörigkeitsgefühl zur Physik zu stärken, was deren Engagement in der Physik positiv beeinflussen kann. Zur Förderung des kurz- und längerfristigen Engagements besonders interessierter Schülerinnen wurde im Zusammenhang der vorliegenden Studie ein Förderangebot im Kontext der PhysikOlympiade entwickelt, welches über die inhaltliche, soziale sowie instruktionale Gestaltung der Lernumgebung das Engagement der teilnehmenden Schülerinnen fördern sollte. Die Ergebnisse zeigen, dass die Gestaltung des Förderangebotes als positiv wahrgenommen wurde. Effekte auf die Entwicklung des Zugehörigkeitsgefühls der Schülerinnen zur Physik konnten nicht festgestellt werden. Allerdings waren Effekte auf das Zugehörigkeitsgefühl in Abhängigkeit vom situationalen Interesse am Förderangebot zu verzeichnen. Für das längerfristige Engagement der Schülerinnen in der Physik zeigte sich nur deskriptiv eine höhere Teilnahmequote an der folgenden PhysikOlympiade. Für die zukünftige Gestaltung solcher Angebote in Physik zur Förderung physikinteressierter Schülerinnen bedeutet dies, dass eine an den Interessen und Bedürfnissen der Schülerinnen gestaltete Lernumgebung in mancher Hinsicht dazu beitragen kann, den Schülerinnen Engagement in Physik zu ermöglichen. Die Effekte waren allerdings unklarer, als dies erwartet werden konnte.
The aim of this research is to reveal the role of Science and Art Centers in the education of gifted and talented students based on the views of teachers and parents. The research was conducted in 2018-2019 academic year with 32 teachers working in Science and Art Centers in Aksaray, Ankara, Konya, Niğde and Kırşehir provinces and 71 parents whose children were studying in these institutions. In order to collect data, ”Personal Information Form”, ”Teacher Opinion Form” and “Parent Opinion Form” developed by the researcher were used. The content analysis method was used in the study and the categories and themes were reached from the codes in the analysis of the data obtained and frequency and percentage values were used to explain the findings. As a result of the research, it was determined that teachers have a negative opinion especially against the interview for teacher selection. In addition, it was found out that the main factor that led teachers to work in this institution is the student. Another result of the study is that teachers find useful but limited number of in-service trainings about the education of gifted and talented students. In addition, parents think the information activities of Science and Art Centers is insufficient and school-family cooperation should be improved. While most of the parents think positively about student selection process of Science and Art Centers, they think the opposite for the educational activities carried out. In addition, both parents and teachers think that Science and Art Centers should be transformed into formal / normal schools, the teaching hours should be changed and the physical equipment / material deficiencies should be met.
This study provides an experiment to examine whether announcer gender impacts audience demand. With special attention to literature detailing the role of women in sports, sports economics, as well as uses and gratifications theory, this study provides an experiment wherein participants watched a sporting event announced by a man or a woman. Afterward, the participants responded to questions regarding their attitudes toward the sporting event they watched. Overall, the male announcer engendered greater feelings of enjoyment and lower feelings of cognitive load than the female announcer. Feelings of autonomy and hostile sexism also played a significant role in mediating the relationship between independent and dependent variables. This study is diagnostic such that it provides empirical evidence that women will have a more difficult time succeeding in this labor market. Also, this study provides noteworthy areas for content producers to focus on in order to increase demand for a product.
Bu çalışmanın amacı; özel yeteneğe sahip öğrencilere uygun seçmeli atölyelerin belirlenmesine yönelik karar vericilerin uygulayabilecekleri bir modeli ortaya koymaktır. Velilerin talepleri doğrultusunda seçmeli atölyelerin belirlenmesi gerektiği düşünülmekte olup hangi atölyelerin öncelikli olarak açılması gerektiği kararı ise, Çok Kriterli Karar Verme (ÇKKV) problemi olarak görülmektedir. Bu amaçla Nicel Araştırma Yöntemleri’nden olan ÇKKV Yöntemi’nin Analitik Hiyerarşi Prosesi (AHP) modeli kullanılmıştır. Araştırmanın çalışma grubu, Amaçlı Örnekleme yöntemlerinden Ölçüt Örnekleme yöntemine göre belirlenmiştir. BİLSEM’de öğrencisi bulunan 9 veli araştırmanın çalışma grubunu oluşturmaktadır. Araştırmada veri toplama aracı olarak 15 seçmeli atölyeyi kapsayacak şekilde hazırlanmış ikili karşılaştırma matrisleri kullanılmıştır. Veliler öğrencilerinin öncelikli olarak ahlak ve matematik alanlarında gelişmesini istemektedir.
What is it like to be a gifted adolescent girl in today’s world? Situated in the context of a five-session group activity, called Gifted+Grounded, the purpose of this qualitative inquiry study was to better understand how two groups of gifted adolescent girls (Group 1 = 11, Group 2 = 14; Ages 13–16) made meaning of being gifted. The Gifted+Grounded activity was part of a two-term summer program for gifted and high ability adolescents in the United States and incorporated teen-friendly yoga, guided relaxation, journaling, and group discussion. In this narrative, I present the reader with three thematic findings: the pressure to please, a wavering sense of self, and feeling lonely at the top. I conclude with personal reflections and implications for teachers, parents, and researchers. A slam poem, written by a participant, introduces the article and demonstrates the complexity of what being gifted meant to her.
A retrospective study of the adolescent experience of 18 gay, lesbian, or bisexual young adults with high ability (12 males, 6 females) using a postpositivistic mode of inquiry found significant themes of danger, isolation, depression, and suicidal ideation, together with high achievement and extreme involvement in activities, in their narrative responses to an extended questionnaire. Participants described personal responses to wondering about sexual orientation, being convinced, and eventually coming out, and the effects on school and family relationships. Half reported awareness by the end of elementary school, and almost all were convinced by grade 11. Most participants offered suggestions for educators in general and for those involved in gifted programs, and many of the suggestions have implications for staff development.
The authors conducted a meta-analysis of 150 studies in which the risk-taking tendencies of male and female participants were compared. Studies were coded with respect to type of task (e.g., self-reported behaviors vs. observed behaviors), task content (e.g., smoking vs. sex), and 5 age levels. Results showed that the average effects for 14 out of 16 types of risk taking were significantly larger than 0 (indicating greater risk taking in male participants) and that nearly half of the effects were greater than .20. However, certain topics (e.g., intellectual risk taking and physical skills) produced larger gender differences than others (e.g., smoking). In addition, the authors found that (a) there were significant shifts in the size of the gender gap between successive age levels, and (b) the gender gap seems to be growing smaller over time. The discussion focuses on the meaning of the results for theories of risk taking and the need for additional studies to clarify age trends.
For over 60 years, longitudinal research on tens of thousands of high ability and intellectually precocious youth has consistently revealed the importance of spatial ability for hands-on creative accomplishments and the development of expertise in science, technology, engineering, and mathematical (STEM) disciplines. Yet, individual differences in spatial ability are seldom assessed for educational counseling and selection. Students especially talented in spatial visualization relative to their status on mathematical and verbal reasoning are particularly likely to be underserved by our educational institutions. Evidence for the importance of assessing spatial ability is reviewed and ways to utilize information about individual differences in this attribute in learning and work settings are offered. The literature reviewed stresses the importance of spatial ability in real-world settings and constitutes a rare instance in the social sciences where more research is not needed. What is needed is the incorporation of spatial ability into talent identification procedures and research on curriculum development and training, along with other cognitive abilities harboring differential-and incremental-validity for socially valued outcomes beyond IQ (or, g, general intelligence).
This article reports on the development and validation of the Distance from Privilege (DFP) measures. Items for the measures were developed on theoretical grounds. The primary sample consisted of 292 undergraduates with various majors from a Midwestern University and a Historically Black University in the south. One of the measures is the DFP-Resources scale which consists of 11 items with two factors described as social capital and economic resources. The other measure is the DFP-Status scale that has 10 items and one factor. Results revealed that the DFP consists of two measures with good internal consistency and construct validity. Each measure accounts for a sufficiently high proportion of the overall variance and has moderately high stability over time.
Traditional sex-based categories are giving way to more expanded notions of gender among young men and women today. Along with feminine and masculine personalities, some individuals combine both for a more androgynous persona, whereas others exhibit few distinctly feminine or masculine characteristics. In a study of 118 gifted college students, the Bem Sex-Role Inventory was used to assess gender identity; personality characteristics were measured with the Overexcitability Questionnaire–Two. Results indicate a stronger relationship between gender identity (masculinity or femininity) and overexcitability (OE) than between sex (female or male) and OE. Males and females were distributed in the gender categories as follows: men tended to be masculine or undifferentiated, whereas women were feminine or androgynous. Androgynous males and females had higher OE scores. Implications for Dabrowski's theory and gifted education are discussed.
Researchers suggest that gifted individuals have both strengths and areas of intrapersonal and interpersonal concerns as a result of their talents. The purpose of this paper is to apply a multicultural model of psychological assessment, the Multicultural Assessment Procedure (MAP), to better understand the social and emotional needs of gifted clients. This application is based on the following assumptions: a) giftedness is a sub-culture, b) people with special gifts also identify with and operate in multiple cultural contexts, and c) in order to be effective in working with gifted clients, one must accurately understand the interaction of the client’s multiple cultural identities. Implications for counselling practice are discussed.
In this article, I argue that gender is a primary cultural frame for coordinating behavior and organizing social relations. I describe the implications for understanding how gender shapes social behavior and organizational structures. By my analysis, gender typically acts as a background identity that biases, in gendered directions, the performance of behaviors undertaken in the name of organizational roles and identities. I develop an account of how the background effects of the gender frame on behavior vary by the context that different organizational and institutional structures set but can also infuse gendered meanings into organizational practices. Next, I apply this account to two empirical illustrations to demonstrate that we cannot understand the shape that the structure of gender inequality and gender difference takes in particular institutional or societal contexts without taking into account the background effects of the gender frame on behavior in these contexts.
A cross-temporal meta-analysis of 530 studies (N = 269,649) showed that young people's sexual attitudes and behavior changed substantially between 1943 and 1999, with the largest shifts occurring among girls and young women. Both young men and women became more sexually active over time, as measured by age at first intercourse (decreasing from 19 to 15 years among young women) and percentage sexually active (increasing from 13% to 47% among young women). Attitudes toward premarital intercourse became more lenient, with approval increasing from 12% to 73% among young women and from 40% to 79% among young men. Feelings of sexual guilt decreased. The correlation between attitudes and behaviors was stronger among young women. These data support theories positing that culture has a larger effect on women's sexuality. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Being an academically gifted boy may mean negotiating masculinity. In this exploratory study, 58 gifted and talented adolescent boys completed the Male Role Norms Inventory–Adolescent (MRNI-A) and the Behavior Assessment System for Children–Self-Report of Personality (BASC-SRP-A). Correlation results show endorsing traditional masculine norms was positively associated with feelings of competency, confidence, self-reliance, and feeling self-assured. Feelings of inadequacy also decreased when endorsement of masculine role norms increased. Adhering to achievement and status norms was associated with higher positive interpersonal relationships in high school and less social stress. Additionally, restricting emotions was associated with less satisfaction with friendships and social relationships for all participants. Results generally show boys adherence to male role norms to be positively related to their perceptions of academic achievement. Research and clinical implications are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The authors conducted a meta-analysis of 150 studies in which the risk-taking tendencies of male and female participants were compared. Studies were coded with respect to type of task (e.g., self-reported behaviors vs. observed behaviors), task content (e.g., smoking vs. sex), and 5 age levels. Results showed that the average effects for 14 out of 16 types of risk taking were significantly larger than 0 (indicating greater risk taking in male participants) and that nearly half of the effects were greater than .20. However, certain topics (e.g., intellectual risk taking and physical skills) produced larger gender differences than others (e.g., smoking). In addition, the authors found that (a) there were significant shifts in the size of the gender gap between successive age levels, and (b) the gender gap seems to be growing smaller over time. The discussion focuses on the meaning of the results for theories of risk taking and the need for additional studies to clarify age trends. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
We extend the analysis of early-emerging gender differences in academic achievement to include both (objective) test scores and (subjective) teacher assessments. Using data from the 1998-99 ECLS-K cohort, we show that the grades awarded by teachers are not aligned with test scores, with the disparities in grading exceeding those in testing outcomes and uniformly favoring girls, and that the misalignment of grades and test scores can be linked to gender differences in non-cognitive development. Girls in every racial category outperform boys on reading tests and the differences are statistically significant in every case except for black fifth-graders. Boys score at least as well on math and science tests as girls, with the strongest evidence of a gender gap appearing among whites. However, boys in all racial categories across all subject areas are not represented in grade distributions where their test scores would predict. Even those boys who perform equally as well as girls on reading, math and science tests are nevertheless graded less favorably by their teachers, but this less favorable treatment essentially vanishes when non-cognitive skills are taken into account. White boys who perform on par with white girls on these subject-area tests and exhibit the same non-cognitive skill level are graded similarly. For some specifications there is evidence of a grade "bonus" for white boys with test scores and behavior like their girl counterparts. While the evidence is a little weaker for blacks and Hispanics, the message is essentially the same.
The article discusses the causes for the high proportion of women in four-year degree programs in American colleges. It describes the gender gap in educational expectations and its relation to educational attainment, the systemic social and cultural expectations placed on women in secondary education and high schools, and the gender gap in education among racial and ethnic minorities. Other subjects under discussion include social-psychological explanations for gender gaps in education, the role of parenting and the family in educational attainment, and the Educational Longitudinal Study (ELS).
A gender gap in mathematics achievement persists in some nations but not in others. In light of the underrepresentation of women in careers in science, technology, mathematics, and engineering, increasing research attention is being devoted to understanding gender differences in mathematics achievement, attitudes, and affect. The gender stratification hypothesis maintains that such gender differences are closely related to cultural variations in opportunity structures for girls and women. We meta-analyzed 2 major international data sets, the 2003 Trends in International Mathematics and Science Study and the Programme for International Student Assessment, representing 493,495 students 14-16 years of age, to estimate the magnitude of gender differences in mathematics achievement, attitudes, and affect across 69 nations throughout the world. Consistent with the gender similarities hypothesis, all of the mean effect sizes in mathematics achievement were very small (d < 0.15); however, national effect sizes showed considerable variability (ds = -0.42 to 0.40). Despite gender similarities in achievement, boys reported more positive math attitudes and affect (ds = 0.10 to 0.33); national effect sizes ranged from d = -0.61 to 0.89. In contrast to those of previous tests of the gender stratification hypothesis, our results point to specific domains of gender equity responsible for gender gaps in math. Gender equity in school enrollment, women's share of research jobs, and women's parliamentary representation were the most powerful predictors of cross-national variability in gender gaps in math. Results are situated within the context of existing research demonstrating apparently paradoxical effects of societal gender equity and highlight the significance of increasing girls' and women's agency cross-nationally.
The focus of this study is the relation between mothers' gender stereotypic beliefs, their perceptions of their children's abilities, and their children's self-perceptions in 3 activity domains. Approximately 1,500 mothers and their 11- to 12-year-old children responded to questions about the children's abilities in the math, sports, and social domains. It was predicted that mothers' beliefs about their children would be moderated by their gender stereotypic beliefs about the abilities of female and male people in general. As predicted, path analyses revealed that mothers' gender stereotypic beliefs interact with the sex of their child to influence their perceptions of the child's abilities. Mothers' perceptions, in turn, mediate the influence of past performance on children's self-perceptions in each domain.
Times are changing for Americans in the workplace and at home. The US workforce not only looks different today than it did three decades ago as a result of increased participation by women — but it is also different in more subtle, less visible ways. In this chapter, we identify emerging trends showing that women are, for the first time, on a par with men in their desire to advance to jobs with more responsibility, while converging gender roles at work and at home have left men experiencing more work-family conflict than women.
Women in the traditionally masculine field of mathematics must contend with stereotypes that allege a sex-based math inability. The threat of being personally reduced to these gender stereotypes can evoke a disruptive state that undermines women's math performance – a situational predicament termed “stereotype threat.” Women are susceptible to stereotype threat whenever they risk fulfilling, or being judged by, a negative gender stereotype that provides a plausible explanation for their behavior in a given domain. This chapter examines the insidious effects that stereotype threat can have on women's performance and aspirations in all quantitative fields. Picture in your mind the typical computer scientist. Now picture the typical librarian. Is the librarian shy and the computer scientist socially awkward? Do they both wear glasses? Are they both inept at sports? Is the computer scientist a male and the librarian a female? Most people can clearly articulate the content of stereotypes targeted at various groups in our society, and gender stereotypes are no exception. As Brown and Josephs (1999) suggest, stereotypes regarding gender differences in math and science ability still pervade contemporary Western thought. In fact, if you assumed that the direction of those gender differences benefited men, you have just displayed personal knowledge of some of the negative stereotypes targeted at women in our culture. This is not meant to imply that you personally endorse those stereotypes – research has shown no relationship between personal beliefs and knowledge of stereotypes (Devine, 1989; Devine & Elliot, 1995).
Profiling may be a viable means of identifying those creative adolescents who can benefit from specialized guidance and exploration of science, technology, engineering, and mathematics (STEM) fields, arts, and human services. The experimenters developed 1 general and 5 specific profiles including interest, personality, and achievement variables based on the profiles of eminent people in five domains of creative endeavor. Educators of gifted students at schools throughout a Midwestern state identified 485 students to attend a research through service counseling laboratory. One cohort received the Vocational Preference Inventory, the Personality Research Form, and the Tellegen Absorption Scale, and a second cohort received the VPI, the Revised NEO Personality Inventory (NEO- PI-R), and Tellegen Absorption Scale. For each cohort, descriptive data were gathered and principal components analyses were performed on scales of interest and personality inventories. In addition, a cluster analysis was performed for the second cohort. The finding supported the hypothesis that profiling could be used to identify creative adolescents for career development programs. Both principal components analyses and cluster analyses revealed profiles of fine and performing arts students: one or two profiles of interpersonally talented groupings: and an engineering/technical profile. Creative students were more agreeable than those in previous studies, and there was strong evidence for crossover arts/science profiles.
Chapter 4 (p 109-115) Intensity and Curiosity Gifted boys seem to perceive the world differently from other children and have nontraditional ways of behaving (Webb, et al., 1982). Their perception of the world leads to curiosity, and this in turn creates their higher intensity. Their high general intelligence provides the gifts of efficient perception, exceptional memory, and advanced reasoning ability. What this means is that, while the gifted little boy can astound people with his insights, he can also annoy them with his constant observations of their flaws and inconsistencies. He can also use his indelible memory to make schoolwork seem easy, or he can use it to agitate for a toy he wants, recalling exactly where he saw it, its outstanding characteristic, and how much it costs. One such boy insisted on knowing how much his mother, a teacher, earned per day, and then showed his mom what a tiny fraction of her salary would go toward the purchase of the action figure toy he wanted. The thoughts and images in the mind of the gifted boy may be more important and interesting to him than what is going on around him. With his imagination, intense curiosity, and desire for complexity, he may create entire worlds of imaginary beings and places where he can escape to when things get too boring. Since they have always been gifted, these boys naturally expect that the world appears to others as it appears to them and that other children are just like them (Webb, et al., 1982). It usually comes as a surprise to them that others do not share their perspectives, their curiosity, or their intensity. It also surprises them that others see them differently than they see themselves.
This article identifies instructional strategies, curricula, and organizational structures in the research literature that have been successful in encouraging girls' participation and achievement in science: science instruction in pre-kindergarten and kindergarten, relevant curricula that address girls' interests and provide opportunities for genuine inquiry and tinkering experiences, greater emphasis on physical science and the use of computers, integration of reading and writing in science, attention to how groups are formed in classrooms, activities that build self-efficacy, appropriate role models, messages that science is for everyone, and student-centered teaching. Special attention is given to the needs of children in preschool and kindergarten. In addition, research on the impact of single-sex classrooms and grouping is reviewed, along with the use of children's fictional literature to teach science. Implications derived from research literature include changes in what is taught, how it is taught, how teachers are prepared, and how these changes are paid for.
For nearly a century, scholars have sought to understand, measure, and explain giftedness. Succeeding theories and empirical investigations have often built on earlier work, complementing or sometimes clashing over conceptions of talent or contesting the mechanisms of talent development. Some have even suggested that giftedness itself is a misnomer, mistaken for the results of endless practice or social advantage. In surveying the landscape of current knowledge about giftedness and gifted education, this monograph will advance a set of interrelated arguments: The abilities of individuals do matter, particularly their abilities in specific talent domains; different talent domains have different developmental trajectories that vary as to when they start, peak, and end; and opportunities provided by society are crucial at every point in the talent-development process. We argue that society must strive to promote these opportunities but that individuals with talent also have some responsibility for their own growth and development. Furthermore, the research knowledge base indicates that psychosocial variables are determining influences in the successful development of talent. Finally, outstanding achievement or eminence ought to be the chief goal of gifted education. We assert that aspiring to fulfill one’s talents and abilities in the form of transcendent creative contributions will lead to high levels of personal satisfaction and self-actualization as well as produce yet unimaginable scientific, aesthetic, and practical benefits to society.
To frame our discussion, we propose a definition of giftedness that we intend to be comprehensive. Giftedness is the manifestation of performance that is clearly at the upper end of the distribution in a talent domain even relative to other high-functioning individuals in that domain. Further, giftedness can be viewed as developmental in that in the beginning stages, potential is the key variable; in later stages, achievement is the measure of giftedness; and in fully developed talents, eminence is the basis on which this label is granted. Psychosocial variables play an essential role in the manifestation of giftedness at every developmental stage. Both cognitive and psychosocial variables are malleable and need to be deliberately cultivated.
Our goal here is to provide a definition that is useful across all domains of endeavor and acknowledges several perspectives about giftedness on which there is a fairly broad scientific consensus. Giftedness (a) reflects the values of society; (b) is typically manifested in actual outcomes, especially in adulthood; (c) is specific to domains of endeavor; (d) is the result of the coalescing of biological, pedagogical, psychological, and psychosocial factors; and (e) is relative not just to the ordinary (e.g., a child with exceptional art ability compared to peers) but to the extraordinary (e.g., an artist who revolutionizes a field of art).
In this monograph, our goal is to review and summarize what we have learned about giftedness from the literature in psychological science and suggest some directions for the field of gifted education. We begin with a discussion of how giftedness is defined (see above). In the second section, we review the reasons why giftedness is often excluded from major conversations on educational policy, and then offer rebuttals to these arguments. In spite of concerns for the future of innovation in the United States, the education research and policy communities have been generally resistant to addressing academic giftedness in research, policy, and practice. The resistance is derived from the assumption that academically gifted children will be successful no matter what educational environment they are placed in, and because their families are believed to be more highly educated and hold above-average access to human capital wealth. These arguments run counter to psychological science indicating the need for all students to be challenged in their schoolwork and that effort and appropriate educational programing, training and support are required to develop a student’s talents and abilities. In fact, high-ability students in the United States are not faring well on international comparisons. The scores of advanced students in the United States with at least one college-educated parent were lower than the scores of students in 16 other developed countries regardless of parental education level.
In the third section, we summarize areas of consensus and controversy in gifted education, using the extant psychological literature to evaluate these positions. Psychological science points to several variables associated with outstanding achievement. The most important of these include general and domain-specific ability, creativity, motivation and mindset, task commitment, passion, interest, opportunity, and chance. Consensus has not been achieved in the field however in four main areas: What are the most important factors that contribute to the acuities or propensities that can serve as signs of potential talent? What are potential barriers to acquiring the “gifted” label? What are the expected outcomes of gifted education? And how should gifted students be educated?
In the fourth section, we provide an overview of the major models of giftedness from the giftedness literature. Four models have served as the foundation for programs used in schools in the United States and in other countries. Most of the research associated with these models focuses on the precollegiate and early university years. Other talent-development models described are designed to explain the evolution of talent over time, going beyond the school years into adult eminence (but these have been applied only by out-of-school programs as the basis for educating gifted students).
In the fifth section we present methodological challenges to conducting research on gifted populations, including definitions of giftedness and talent that are not standardized, test ceilings that are too low to measure progress or growth, comparison groups that are hard to find for extraordinary individuals, and insufficient training in the use of statistical methods that can address some of these challenges.
In the sixth section, we propose a comprehensive model of trajectories of gifted performance from novice to eminence using examples from several domains. This model takes into account when a domain can first be expressed meaningfully—whether in childhood, adolescence, or adulthood. It also takes into account what we currently know about the acuities or propensities that can serve as signs of potential talent. Budding talents are usually recognized, developed, and supported by parents, teachers, and mentors. Those individuals may or may not offer guidance for the talented individual in the psychological strengths and social skills needed to move from one stage of development to the next. We developed the model with the following principles in mind: Abilities matter, domains of talent have varying developmental trajectories, opportunities need to be provided to young people and taken by them as well, psychosocial variables are determining factors in the successful development of talent, and eminence is the aspired outcome of gifted education.
In the seventh section, we outline a research agenda for the field. This agenda, presented in the form of research questions, focuses on two central variables associated with the development of talent—opportunity and motivation—and is organized according to the degree to which access to talent development is high or low and whether an individual is highly motivated or not.
Finally, in the eighth section, we summarize implications for the field in undertaking our proposed perspectives. These include a shift toward identification of talent within domains, the creation of identification processes based on the developmental trajectories of talent domains, the provision of opportunities along with monitoring for response and commitment on the part of participants, provision of coaching in psychosocial skills, and organization of programs around the tools needed to reach the highest possible levels of creative performance or productivity.
The purpose of this study was to compare a national sample of gifted underachievers and gifted high achievers on a number of characteristics. Giftedness was measured as a composite score at or above the 95th percentile on the American College Testing Program (ACT). Underachievement was defined as reporting a high school grade-point average of ≤2.25 (on a 4.00 scale), and high achievement was defined as reporting a grade-point average of ≥3.75 (on a 4.00 scale). Participants for this study were 30,604 high school juniors and seniors: gifted underachievers n=257; gifted high achievers n=30,347. The underachievers generally had lower scores on the ACT and less extensive out-of-class accomplishments. Over 90% of the underachievers were Caucasian males. Comparisons are provided on a number of nonacademic variables between underachievers and high achievers.
Perceptions of the interpersonal competence and peer relationships of 1,526 gifted adolescents who had previously participated in academic gifted programs at the Center for Talent Development were examined, using an online survey. Major findings included that the gifted students had generally positive perceptions of their abilities to initiate, form, and maintain relationships with other people, including same-age nongifted peers, and demonstrated levels of interpersonal ability and peer relationships, comparable to that of grade equivalent students in the norming group. The students did not perceive their giftedness as a negative factor affecting their peer relationships but rated their academic self-concept more positively than their social self-concept. Differences were found by gender and experience with subject acceleration in school, favoring female students over male students and favoring students who were accelerated in a subject in school over students who were not. The results also suggested that gifted students whose academic strength was in the verbal area over other areas were more likely to face difficulties with peer relationships.
Over the past 2 decades, much research on gifted girls has revolved around the issue of whether they, compared to gifted boys, are motivationally disadvantaged in achievement settings. While research and anecdotal evidence seems to support this hypothesis, most recent educational statistics show the closing of the gender gap. In this article, the literature is reviewed and critiqued as to the existence of alleged gender differences, as well as task and social conditions, and putative internal motivational processes that potentially explain these differences. Then, several possible explanations for the apparently conflicting evidence are discussed, and a feminist critique of the gender-differences research and inherent biases and hidden assumptions is presented. In light of emergent evidence and new insights, several research strategies are suggested that can potentially address and redress some of the problems in research efforts to understand what are the motivational issues concerning gifted girls and how to help them achieve their potential in their educational and career development.
The topic of underachievement and how to reverse it has received a great deal of attention in the gifted education literature. The present study sought to add to the knowledge base on this issue by investigating the occurrence of underachievement behaviors and their predictors in a population of highly gifted students attending a summer educational program based on the talent search model. A group of 440 students in Grades 8-10 were given the School Attitude Assessment Survey—Revised at the beginning of the program. Attitudes toward and grades obtained in students' regular schools had little to no predictive value on students' academic and behavioral performance during the summer program. Results support qualitative findings in the literature, suggesting that educational interventions can be extremely effective in reversing the expression of underachieving behaviors.
State and district accountability systems are increas- ingly including retention in grade for young students who do not demonstrate adequate reading achievement levels. This article examines the research on the effectiveness of retention and other responses, including social promotion, and the growing parental practice of "academic redshirting" of children by delaying their entry into kindergarten. Recommendations for future research are discussed.
This article describes an innovative model of female talent development based upon the life experiences of gifted women from a wide variety of backgrounds and talent domains. The model was synthesized from original studies contributed by more than 20 scholars, psychologists, and educators, known collectively as Remarkable Women: Perspectives on Female Talent Development (Arnold, Noble, & Subotnik, 1996). Key issues addressed by this model are the personal, professional, and cultural challenges common to gifted females as well as strategies for coping with then, spheres of influence and achievement to which gifted women aspire, and ways to help gifted women and girls identify and actualize their talents and gifts.
This review provides an account of the Study of Mathematically Precocious Youth (SMPY) after 35 years of longitudinal research. Findings from recent 20-year follow-ups from three cohorts, plus 5- or 10-year findings from all five SMPY cohorts (totaling more than 5,000 participants), are presented. SMPY has devoted particular attention to uncovering personal antecedents necessary for the development of exceptional math-science careers and to developing educational interventions to facilitate learning among intellectually precocious youth. Along with mathematical gifts, high levels of spatial ability, investigative interests, and theoretical values form a particularly promising aptitude complex indicative of potential for developing scientific expertise and of sustained commitment to scientific pursuits. Special educational opportunities, however, can markedly enhance the development of talent. Moreover, extraordinary scientific accomplishments require extraordinary commitment both in and outside of school. The theory of work adjustment (TWA) is useful in conceptualizing talent identification and development and bridging interconnections among educational, counseling, and industrial psychology. The lens of TWA can clarify how some sex differences emerge in educational settings and the world of work. For example, in the SMPY cohorts, although more mathematically precocious males than females entered math-science careers, this does not necessarily imply a loss of talent because the women secured similar proportions of advanced degrees and high-level careers in areas more correspondent with the multidimensionality of their ability-preference pattern (e.g., administration, law, medicine, and the social sciences). By their mid-30s, the men and women appeared to be happy with their life choices and viewed themselves as equally successful (and objective measures support these subjective impressions). Given the ever-increasing importance of quantitative and scientific reasoning skills in modern cultures, when mathematically gifted individuals choose to pursue careers outside engineering and the physical sciences, it should be seen as a contribution to society, not a loss of talent.
© 2006 Association for Psychological Science.
Three studies examined the role of stereotype threat in boys' academic underachievement. Study 1 (children aged 4-10, n = 238) showed that girls from age 4 years and boys from age 7 years believed, and thought adults believed, that boys are academically inferior to girls. Study 2 manipulated stereotype threat, informing children aged 7-8 years (n = 162) that boys tend to do worse than girls at school. This manipulation hindered boys' performance on a reading, writing, and math test, but did not affect girls' performance. Study 3 counteracted stereotype threat, informing children aged 6-9 years (n = 184) that boys and girls were expected to perform similarly. This improved the performance of boys and did not affect that of girls.
This 35th annual report of national normative data on college freshmen is part of the Cooperative Institutional Research Program (CIRP) longitudinal study to assess the effects of college on students. The freshman data reported here are weighted to provide a normative profile of the U.S. freshman population for use in policy analysis, human resource planning, campus administration, educational research, and guidance and counseling. The data are reported separately for men and women and for 26 different institutional groupings. The major stratifying factors are institutional race (predominantly white versus predominantly black), institution control (public, private, nonsectarian, Roman Catholic, Protestant), institution type (university of four-year college), and the selectivity of the institution. The norms for 2000 are based on the responses of 269,413 students at 434 baccalaureate colleges and universities. An overview identifies major trends, which include: (1) the gender gap in computer use; (2) election year interest in politics; (3) student concerns with "status"; (4) study time and grades; (5) alcohol and cigarette use down; (6) declining interest in health careers; and (7) opposition to death penalty and support for gay rights. Appendixes contain information on research methodology, the student information form, coding, participating institutions, normative data precisions, and a sample report. (Contains 4 tables, 7 figures, and 13 references.) (SLD)
The 31st annual report of national normative data on college freshmen is part of the Cooperative Institutional Research Program's longitudinal study to assess the effects of college on students. Data are based on 251,232 entering students at 494 of the nation's two- and four-year colleges and universities in Fall, 1996. The normative data are reported separately for men and for women and for 35 different institutional groupings. The major stratifying factors are institutional race (predominantly black versus predominantly white), control (public, private-nonsectarian, Roman Catholic, Protestant), type (university, four-year college, two-year college) and the "selectivity level" of the institution. An overview identifies major trends which include: (1) students are volunteering in record numbers; (2) financial concerns increasingly influence college choice; (3) "grade inflation" continues; (4) self-confidence and aspirations are on the rise; (5) interest in teaching is growing while interest in business and law hit new lows; (6) political interest remains low; and (7) political and social attitudes are shifting from "middle-of-the-road" to both conservative and liberal categories in equal numbers. Appendices include detail on the research methodology, the 1996 student information form, the coding scheme, a listing of institutions participating, information on data precision, and a sample report furnished to participating campuses. (Contains 14 references.) (DB)
Highly gifted children and adolescents are students at risk because they differ so significantly from their age-peers in many
aspects of their cognitive and affective development. The cognitive strategies they employ are not readily understood by classmates
or, often, by teachers. In the elementary school years, their strong intrinsic motivational orientation is at variance with
the “reward” philosophy of many classrooms. Their conceptions and expectations of friendship differ strongly from those of
age-peers and more closely resemble those of older students. Their moral reasoning tends to be more akin to that of students
some years older. Longitudinal studies which have traced these young people’s development through adolescence and adulthood
have identified strongly positive academic and social outcomes of various forms of academic acceleration, including, for exceptionally
and profoundly gifted students, thoughtfully monitored programs of radical acceleration which allow graduation from high school
three or more years earlier than usual.
KeywordsAcceleration–Affective development–Altruism–Cognitive strategies–Friendships–Grouping–Highly gifted–Humor–Moral reasoning–Motivational orientation
Undergraduate students (N = 417) at a large southern university responded to open-ended questions designed to assess self-perceived origins of attitudes toward homosexuality and circumstances that may prompt a shift in attitudes. Inductively coded responses pointed to a positive correlation between attitudes toward homosexuality and experience interacting with gay men or lesbians; this is discussed in the context of Allport's (1954 ) contact hypothesis and Herek's (1984 , 1986 ) theory of functional attitudes. Implications are discussed for education and intervention efforts aimed at facilitating understanding and tolerance of gay men and lesbians.
Although the association between perfectionism and eating disorder (ED) symptoms is well-established, debate remains about the relative contribution of two central dimensions of perfectionism, that is, Personal Standards (PS) perfectionism and Evaluative Concerns (EC) perfectionism, in the prediction of ED symptoms. This study used cluster analysis to establish naturally occurring combinations of PS and EC perfectionism in early-to-mid adolescents (N = 656; M age = 13.9 years). Evidence was obtained for four perfectionism profiles: (1) maladaptive perfectionism (high PS and high EC), (2) pure evaluative concerns perfectionism (high EC only), (3) adaptive perfectionism (high PS, low EC), and (4) non-perfectionism (low on both PS and EC). A comparison of participants in these four clusters in terms of ED symptoms suggests that a combination of high personal standards and evaluative concerns (rather than the presence of one of these two dimensions alone) is most strongly related to ED symptoms.
Is romance more important to women in college than grades are? Why do so many women enter college with strong academic backgrounds and firm career goals but leave with dramatically scaled-down ambitions? Dorothy C. Holland and Margaret A. Eisenhart expose a pervasive "culture of romance" on campus: a high-pressure peer system that propels women into a world where their attractiveness to men counts most.
Some of my best friends are books: Guiding gifted readers from preschool to high school
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An NSF project. Paper presented at the meeting of the American
Psychological Association, Toronto, Ontario, Canada.
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Smart girls in the 21st century
- B A Kerr
- R Mckay
Kerr, B. A., & McKay, R. (2014). Smart girls in the 21st century.
Scottsdale, AZ: Great Potential Press.
Women in science: Career processes and outcomes
- Y Xie
- K A Shauman
Xie, Y., & Shauman, K. A. (2003). Women in science: Career
processes and outcomes. Cambridge, MA: Harvard University Press.