Difference in cognitive styles between gifted and ordinary people in a sample From high school students in Al-Ahsa

the main objective of this study is to identify the differences in cognitive styles (independence, dependence, reflective and impulsive styles) between the gifted and average males/females secondary students level applying the different gender as a variable. In this study, the researcher followed the comparative descriptive approach on a sample that contains 110 males/females secondary students: 20 males gifted secondary students, 30 females gifted secondary students (both the gifted males and females students have passed the test of the Saudi Arabia national project to discover the gifted students), 30 average males secondary students and 30 average females secondary students, they have been selected by a simple randomized method. Then the researcher used two tools: Embedded Figures Test EFT (Group figures) to measure the independence/dependence styles based on the conceptual field who prepared by Anwer Al-Sharqawi and Suliman Al-khudari in (1989) and measuring the reflective/impulsive verbal styles who was presented by (Aiash, 2006) after modifying the method to be applicable for this study. The results of the study has shown the following:There is a statistical difference of less than 0.05 in the dependence/independence styles between the males/females gifted students with respect to the average students to the gifted students, which means that the gifted students are more independent from the average students. There is no statistical difference between the gifted males students and gifted females students in the dependence/independence style, which means that there is no affect of the gender differences.There is a statistical difference of a level less than 0.05 in reflective/impulsive style between the male/female gifted students with respect to the average ones to the gifted students, which means that the gifted students are more patients than the normal ones.There is no statistical difference between the male gifted students and female gifted students from the reflective/impulsive style prospective, which means that there is no affect of the gender differences.The total results of this study support that there are cognitive styles differences between the gifted and average students that were discussed and given some recommendations and suggested studies linked to this study and its topic.

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

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.

Talented Female Athletes: Are They Going for Gold?

This article describes case study research investigating how gifted females perceive their talents by exploring the beliefs and experiences of 18 females who have been identified as athletically talented by their secondary school's sports academy. A comprehensive review of literature and previous studies regarding gifted females and females' attitudes toward sport and physical activity highlighted four key themes worthy of further investigation: self-perceptions of ability, relationship issues, outside expectations and pressures, and future plans. Through questionnaires and a focus group interview, it was found that participants did not perceive themselves as significantly talented or special in any way. However, the study also reveals that, on the whole, the participants enjoyed being athletically talented and would not wish to be any different. Both positive and negative aspects of being considered athletically talented were acknowledged, with the positive factors being mainly in regards to increased confidence and self-esteem and opportunities to meet new people, while the negative problems were predominantly centered around friendship issues, gender problems, and outside pressures. The limitations of this research are recognized and implications for future practice and research are given.

Korean Gifted Girls: The Achieved and the Unachieved

To identify the factors which facilitate or hinder personal career advancement of Korean gifted females, 162 graduates from the most prestigious girls' high school in Korea were studied using qualitative methods and in particular, documents such as alumnae records, questionnaires and interviews. Half of the gifted females had been included in a publication entitled ‘Korean Eminent Women’ and the other half were full-time housewives. The two groups were compared on their perceptions of their family background, school experiences, career development, career choices, life and marriage satisfaction, and attribution of their success and failure as professional women. Results indicated that gifted girls whose aspirations for career development were supported by their families and who were determined to advance in their careers achieved in their professional lives. The results imply that in Korean society, which remains a “patriarchal democracy” only those gifted females who were strong enough in their own convictions to discount the pressures of stereotypical attitudes limiting women's role in society to that of mothers and housewives, could achieve in their careers.