1 / 22

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

menefer
Download Presentation

Gender and Giftedness

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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.

More Related