Gender issues among gifted adolescents
•Als PPTX, PDF herunterladen•
0 gefällt mir•323 views
Empfohlen
Weitere ähnliche Inhalte
Ähnlich wie Gender issues among gifted adolescents
Ähnlich wie Gender issues among gifted adolescents (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
Gender issues among gifted adolescents
- 1. A snapshot for parent & teachers
- 2. “Gifted adolescents often value being intelligent, yet almost always realize that giftedness exacts a social price” (Neihart 13).
- 3. “The stigma of giftedness doesn’t have to be proven as real if it is assumed by the students to be real” (Neihart 14).
- 4. • 80% of students with IQ’s higher than 160 report experiencing intense social isolation (Gross 1993) • Less than 10% of high achieving high school students are willing to be identified as part of the “brain” crowd (Neihart 15) • Gifted students withdraw from debate, computer clubs, and honors classes to avoid being called “Geek,” “dweeb,” or “nerd” (Neihart 15)
- 5. I want to go to Harvard Honey, you were First Runner-Up at the "Miss Hawaiian Tropics" contest. Why are you going to throw that all away? A girl doesn’t get anywhere by acting intelligent
- 6. Parental Influences | Teachers | Grades
- 7. Loss of Belief in Abilities & Self-Confidence Social Problems & Isolation Concerns about Future Education, Career, & Family Multipotentiality Perfectionism
- 8. Belief in Self Psychological Androgyny Culturally Diverse Males “An important part of a strong belief in self was heightened sensitivity” (Neihart 138). When sensitivity is appreciated and young men able to express it, they develop more fully their belief in self.
Hinweis der Redaktion
- Being gifted involves more than simply higher academic achievement or more rigorous material. Often, gifted students face unique social and emotional challenges as a result of their giftedness and society’s response to their giftedness.
- Gifted students often report a feeling of “differentness.” Sometimes, children assume others will perceive them as different and they fear this will affect their social interactions.
- Social isolation can be a reality for gifted, and especially very gifted students. In an effort to avoid social isolation gifted students often make efforts to fit in and hide their perceived “differentness.” According to Maureen Neihart, uncomfortable peer pressure will be reduced for scholarly adolescent boys if they can Dissipate their “brainy” image with excellence in sports and for girls if they have the good fortune to be pretty.
- Gifted girls face a variety of external barriers, personality factors, personal priorities, and social and emotional issues that may contribute to them not realizing their full potential.
- Parent’s attitudes and beliefs about their children’s self-perception and achievement often shape the child’s own beliefs. Researchers have found significant correlations between parental expectations and student math self-concept. Teachers often identify gifted boys but are less successful at identifying gifted girls. Additionally, teachers often like gifted girls less that they like other students. Cooley, Chauvin, & Karnes found that both male and female teachers regarded smart boys as more competent than gifted girls in critical and logical thinking skills and in creative problem solving, while they saw smart girls as more competent in creative writing. The president of Harvard University became infamous in 2005 when he espoused than girls are biologically less adept at math and science than boys, further illustrated the conscious or subconscious bias held by many educators. In elementary school, girls tend to attain higher grades but score lower on standardized tests than gifted boys. This can contribute to girls not believing they are truly as gifted as their male counter parts.
- Internal factors may inhibit a gifted girl’s ability or willingness to realize her full potential. Interviews with gifted middle school girls revealed that many of them avoided displays of outstanding intellectual ability in order to better conform to the perceived norm. In order to avoid possible disapproval by peers, gifted adolescent girls may deliberately understate their abilities. Future concerns are a larger issue for girls than boys. When asked what they were doing after college graduation, girls are less likely to name a specific job than boys. An overwhelming about, 65%, of male respondent reported that women should not work after having children, with 14% responding that child care was a woman’s responsibility. Some gifted girls who display multipotentiality have trouble finding a niche and a path. Their giftedness hinders their achievement as they struggle to choose a vocational path. Some aspects of perfectionism affect women more than men. Gifted girls are more likely to be concerned about making mistakes, perceived parental expectations, and perceived criticism.
- It is important for gifted boys to develop a belief in self; studies have identified this as the most important factor influencing the success of young men. For young men to develop a strong belief in self, several qualities must merge, including sensitivity, multicultural appreciation, aspirations and inner will. In addition to emotional sensitivity, psychological androgyny has been identified as a characteristic of gifted individuals. It is important for gifted males to be able to express themselves emotionally. Often, in a society that discourages male sensitivity and submissiveness, gifted boys are especially repressed as they seek to fit in. This is especially true for culturally diverse males. One study found that gifted Hispanic males had to construct an identity at school that allowed them to separate themselves from both the school culture and the minority Latino culture of their neighborhoods. Gifted African American males may experience more psychological and social and emotional problems than non-Black youth and may feel less accepted by peers, teachers, and parents.
- Gifted students require ongoing support in order to achieve their full potential. Positive male and female role models and sensitivity to the unique and heightened gender issues faced by gifted students is necessary to ensure these students have positive and healthy experiences in their academic and social pursuits. Parents and Educators are in unique positions of facilitating many of these experiences and helping to create a culture where gifted students are confident and comfortable with reaching their full potential.