Genderand 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 Favoring boys in science, physical

education, computers, and social studies

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

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

How do gifted girls and boys compare? Self-concept:

Both strong in childhood Girls lose ground in adolescence

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)

Special Issues for Gifted Boys “Kindergarten redshirting” Underachievement ADHD diagnoses Detachment from school organizations Being bullied Relationships:

Relationships as achievements Meeting appropriate girls/women

What Contributes to the Problems?

School materials and culture Teacher behavior Gender role stereotypes Real gender differences

School Materials and Culture Potential problems for both girls and

boys: Low expectations from teachers Perceived lack of relevance Stereotyped gender roles in books

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

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

Teacher Behavior Attributions for success:

For boys: Ability For girls: Effort

Higher expectations for boys Competitive class structures

Teacher Behavior Some behaviors that may be

detrimental to boys: Likelihood of identifying boys as

having social/emotional problems Focus on verbal skills

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

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

Real Gender Differences Boys tend to be more active than

girls Girls tend to value connectedness

more than boys

What are some ways parents and schools can help?

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

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

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

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.

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.