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Gender and Giftedness

Gender and Giftedness. Mary Ann Swiatek, Ph.D. Licensed Psychologist. How do gifted girls and boys compare?. Academics: Girls show giftedness earlier, especially in verbal areas Some gender differences by grade 3: Favoring girls in English, writing, reading, languages, and art/music

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Gender and Giftedness

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  1. Genderand Giftedness Mary Ann Swiatek, Ph.D. Licensed Psychologist

  2. How do gifted girls and boys compare? • Academics: • Girls show giftedness earlier, especially in verbal areas • Some gender differences by grade 3: • Favoring girls in English, writing, reading, languages, and art/music • Favoring boys in science, physical education, computers, and social studies

  3. How do gifted girls and boys compare? • Girls: Better classroom performance, but fewer high-level STEM classes • Boys: Better on standardized achievement tests (especially STEM) • Career motivation: • Girls: Prosocial/altruistic • Boys: Economic/achievement

  4. How do gifted girls and boys compare? • Social issues: • Similar androgynous play interests, although boys typically suppress “feminine” interests • Both (especially girls) tend to spend quite a bit of time alone

  5. How do gifted girls and boys compare? • Self-concept: • Both strong in childhood • Girls lose ground in adolescence

  6. Special Issues for Gifted Girls • Decreased self-esteem/confidence/ aspirations • External attributions for success • Decreased interest in STEM • Less challenging course selection • Inequity in the classroom • Peer focus on romantic relationships (not academic achievement)

  7. Special Issues for Gifted Boys • “Kindergarten redshirting” • Underachievement • ADHD diagnoses • Detachment from school organizations • Being bullied • Relationships: • Relationships as achievements • Meeting appropriate girls/women

  8. What Contributes to the Problems? • School materials and culture • Teacher behavior • Gender role stereotypes • Real gender differences

  9. School Materials and Culture • Potential problems for both girls and boys: • Low expectations from teachers • Perceived lack of relevance • Stereotyped gender roles in books

  10. School Materials and Culture • Especially for girls: Perceptions of competition instead of relationships/connections/helping • Especially for boys: • Need to sit still for long periods of time • Focus on verbal abilities

  11. Teacher Behavior • Most research has focused on behavior detrimental to girls • Less likely to call on girls • Different ways of providing help: • For boys: Making suggestions/encouraging thinking through problems • For girls: Providing answers

  12. Teacher Behavior • Attributions for success: • For boys: Ability • For girls: Effort • Higher expectations for boys • Competitive class structures

  13. Teacher Behavior • Some behaviors that may be detrimental to boys: • Likelihood of identifying boys as having social/emotional problems • Focus on verbal skills

  14. Gender Role Stereotypes • Girls: Pleasant, cooperative, unassertive, attractive to boys • May not take the lead in the classroom • May avoid certain subjects • May overfocus on physical attractiveness • “Smart” may be seen as unfeminine • May be accused of “bossiness” • Limits career choices

  15. Gender Role Stereotypes • Boys: Independent, assertive, a “winner” • May rebel against authority, may underachieve • If achievement-oriented: • May suffer bullying • May be accused of being a wimp or nerd • May see girls as prizes to be won • Limits career choices

  16. Real Gender Differences • Boys tend to be more active than girls • Girls tend to value connectedness more than boys

  17. What are some ways parents and schools can help?

  18. How to Help • Things families can do: • Promote autonomy • Communicate high expectations • Avoid subtly sexist language • Be involved in children’s educations • Watch unspoken messages • Start intervening in elementary school

  19. How to Help • Things to look for in educational settings: • Authentic assignments • Hands-on learning • Connections (other fields, everyday life) • Choice in problems • Authentic evaluation • Single-sex groups for some tasks

  20. How to Help • Illustration/acceptance of multiple ways of approaching problems • Parent involvement • Equitable access and experience • Variety of role models in a variety of fields • Focus on many uses of computer technology

  21. Specific Resources Young Women of Achievement: A Resource for Girls in Science, Math, and Technology by Frances A. Karnes and Kristen R. Stephens Published in 2002 by Prometheus Books, Amherst, NY.

  22. Specific Resources Smart Boys: Talent, Manhood, and the Search for Meaning by Barbara A. Kerr and Sanford J. Cohn Published in 2001 by Great Potential Press, Scottsdale, AZ.

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