Exploring the Need for Specialized Counseling for Gifted Females

A questionnaire was administered to 144 gifted girls and 140 gifted boys in grades six through eight who attended a summer institute at The University of Virginia. The questionnaire examined three aspects of the students' lives: expectations about future education, career and family; attitudes about school and school achievement; and their concept of gender differences. Differences were found between boys and girls in all three areas. Gifted boys had strong opinions about their futures and their professional goals but believe their wives should not pursue a career once children are born. They also believe that girls will spend more time taking care of children and home than they (gifted boys) will when they are adults. These findings raise concerns about the realization of potential in gifted females whose attitudes in this study were very different.

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Perceptions of Teachers and Coordinators of the Gifted toward Characteristic Behaviors of Gifted Females in Rural Schools

Gifted Education International ◽

10.1177/026142949200800108 ◽

1992 ◽

Vol 8 (1) ◽

pp. 36-39

Author(s):

Kyung-Won Jeon ◽

Robert S. Ristow

Keyword(s):

Problem Solving ◽

South Dakota ◽

Rural Schools ◽

Gifted Programs ◽

Career Plans ◽

Interest In Science ◽

Sense Of Satisfaction ◽

Gifted Females ◽

Gifted Girls ◽

Perceptions Of Teachers

The purpose of this study was to assess the perceptions of teachers of the gifted toward their students, particularly gifted girls. The characteristics reported in the literature were condensed to the 25 most common characteristics. From these 25 characteristics, a survey was developed which asked teachers and coordinators of the gifted programs in South Dakota to respond to each item. The results indicated that teachers and coordinators tend to view gifted females as: self-confident, having non-traditional career plans, experiencing a deeper sense of satisfaction from their talents, having a greater interest in science and math, worrying about success and failure equally, and as being more global in their problem-solving than their male intellectual peers.

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We Can't Change What We Don't Recognize: Understanding the Special Needs of Gifted Females

Gifted Child Quarterly ◽

10.1177/001698628703100208 ◽

1987 ◽

Vol 31 (2) ◽

pp. 83-89 ◽

Cited By ~ 135

Author(s):

Sally M. Reis

Keyword(s):

Special Needs ◽

Gifted Females

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What K-12 Teachers Need to Know About Teaching Gifted Black Girls Battling Perfectionism and Stereotype Threat

Gifted Child Today ◽

10.1177/1076217518768339 ◽

2018 ◽

Vol 41 (3) ◽

pp. 117-124 ◽

Cited By ~ 2

Author(s):

Brittany N. Anderson ◽

Jillian A. Martin

Keyword(s):

Stereotype Threat ◽

Well Being ◽

Black Girls ◽

Racial Groups ◽

Promising Practices ◽

Race And Gender ◽

Black Females ◽

And Gender ◽

Gifted Females ◽

K 12

Perfectionism is commonly associated with gifted females, yet little research examines perfectionism across racial groups. Although gifted Black girls’ perfectionistic tendencies mirror other females, they experience perfectionism uniquely at the intersection of race and gender. Perfectionism can contribute to gifted Black girls’ desire to exceed academic expectations and guidelines, but emotional distress can arise when compounded by stereotype threat. This article will highlight ways perfectionism can be psychologically distressing to gifted Black females in the K-12 setting, and how perfectionism and stereotype threat affect achievement, emotional well-being, and motivation of gifted Black girls. Finally, this article concludes with promising practices for educators in the K-12 setting who work with gifted Black girls.

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Sex Differences—A Silent Message? A Comparison Study of Parents’ Assessment and Junior High School Student's Self-Assessment of Learning Strengths and Interests

journal for the education of the gifted ◽

10.1177/016235328300600306 ◽

1983 ◽

Vol 6 (3) ◽

pp. 195-212 ◽

Cited By ~ 1

Author(s):

Frances D. Burns

Keyword(s):

High School ◽

Junior High School ◽

Junior High ◽

Economic Status ◽

Gifted Students ◽

Self Assessment ◽

Gifted Females ◽

Sexual Stereotyping ◽

Q Sort ◽

Female Subjects

The relationship between the self-perceptions of twenty-three Junior High School gifted students from a middle- and upper-middle class socio-economic status community and their parents’ perceptions of learning strengths and interests on a forced-choice “Q-Sort” adapted by the author was examined to determine the effects of parents’ “self-fulfilling prophecies”. Special emphasis was given to correlations by sex of subjects and sex of parents, with particular focus on female subjects. Twenty-eight significant correlations (p = .05 or better) between mothers, fathers, and/or male/female subjects were determined. Results indicate that, despite efforts to avoid sexual stereotyping, parents generally favored “fundamentally male” characteristics for male subjects and “fundamentally female” characteristics for female subjects, while subjects themselves were less stereotypic than parents. A trend toward crossing traditional sex lines is indicated by subjects, leading to the conclusion that the way is open for gifted females to prophesy success for themselves and to reach self-fulfillment of these self-prophecies.

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