gender and giftedness mary ann swiatek, ph.d. licensed psychologist
TRANSCRIPT
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Genderand Giftedness
Mary Ann Swiatek, Ph.D.
Licensed Psychologist
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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
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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
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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
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How do gifted girls and boys compare? Self-concept:
Both strong in childhood Girls lose ground in adolescence
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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)
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Special Issues for Gifted Boys “Kindergarten redshirting” Underachievement ADHD diagnoses Detachment from school organizations Being bullied Relationships:
Relationships as achievements Meeting appropriate girls/women
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What Contributes to the Problems?
School materials and culture Teacher behavior Gender role stereotypes Real gender differences
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School Materials and Culture Potential problems for both girls and
boys: Low expectations from teachers Perceived lack of relevance Stereotyped gender roles in books
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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
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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
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Teacher Behavior Attributions for success:
For boys: Ability For girls: Effort
Higher expectations for boys Competitive class structures
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Teacher Behavior Some behaviors that may be
detrimental to boys: Likelihood of identifying boys as
having social/emotional problems Focus on verbal skills
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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
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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
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Real Gender Differences Boys tend to be more active than
girls Girls tend to value connectedness
more than boys
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What are some ways parents and schools can help?
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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
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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
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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
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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.
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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.