Gifted GirlsGifted Girls

Rialto GATE Conference Rialto GATE Conference GATE Parent NightGATE Parent Night

Erik MickelsonErik Mickelson

GATE CoordinatorGATE Coordinator

Palm Springs Unified School DistrictPalm Springs Unified School District

(760) 902-7769(760) 902-7769

emickelson@psusd.usemickelson@psusd.us

Young Young Gifted GirlsGifted Girls

- Often superior physically, have more social knowledge, - Often superior physically, have more social knowledge, and are better adjusted than their peersand are better adjusted than their peers

- Interests are more aligned with gifted boys than non-- Interests are more aligned with gifted boys than non-gifted girlsgifted girls

- Have high career goals- Have high career goals - More strongly influenced by their mothers than gifted - More strongly influenced by their mothers than gifted

boys areboys are - The more highly gifted, the less adjusted they are and - The more highly gifted, the less adjusted they are and

appear more as loners.appear more as loners.

Young Young Gifted Girls Gifted Girls

Cont’dCont’d

More female Presidential Scholars come from suburbs More female Presidential Scholars come from suburbs and small cities than either rural or urban areasand small cities than either rural or urban areas

Highly gifted girls are often second-born femalesHighly gifted girls are often second-born females Highly gifted elementary girls tend to highly achieveHighly gifted elementary girls tend to highly achieve Needs for self-esteem tend to begin about age 10Needs for self-esteem tend to begin about age 10 Girls at the elementary level tend to be confident and Girls at the elementary level tend to be confident and

eager to argue their point of view.eager to argue their point of view.

Adolescent Adolescent Gifted GirlsGifted Girls

IQ Scores drop in adolescence possibly because IQ Scores drop in adolescence possibly because giftedness in females is seen as undesirablegiftedness in females is seen as undesirable

Most are able to maintain high gradesMost are able to maintain high grades Take less rigorous high school classes than their Take less rigorous high school classes than their

male counterpartsmale counterparts High level of social and extracurricular activitiesHigh level of social and extracurricular activities Less recognized for achievements than malesLess recognized for achievements than males

Adolescent Gifted Girls Cont’dAdolescent Gifted Girls Cont’d

Ages 12-14 The “Value” Shift – need for love and Ages 12-14 The “Value” Shift – need for love and belongingbelonging

Decline in self-esteem and confidence and opinionsDecline in self-esteem and confidence and opinions Fear of having to choose between career and marriageFear of having to choose between career and marriage Eager to conform and become indistinguishable from the Eager to conform and become indistinguishable from the

crowdcrowd Some are dumbfounded by their lack of popularitySome are dumbfounded by their lack of popularity Can lead to major under achievementCan lead to major under achievement

Under Achievement TypesUnder Achievement TypesThe Rebel:The Rebel: “This is dumb. Why do we have to do this anyway?” Child “This is dumb. Why do we have to do this anyway?” Child

retains power by refusing to produce. Need to assist student in retains power by refusing to produce. Need to assist student in finding the relevance in the work.finding the relevance in the work.

The Conformist:The Conformist: “I don’t want to be a nerd. All of my friends did the same “I don’t want to be a nerd. All of my friends did the same on theon the

test.” These children choose to do less than their best to fit in with test.” These children choose to do less than their best to fit in with friends. Need to be in groups of other gifted students,friends. Need to be in groups of other gifted students,

encouraged, and allowed to keep a balance.encouraged, and allowed to keep a balance.The Stressed Learner:The Stressed Learner: “What if I can’t do it? It’s not good enough!” “What if I can’t do it? It’s not good enough!”

Perfection which leads to paralysis of performance.Perfection which leads to paralysis of performance.Need to break large assignments down, praise for Need to break large assignments down, praise for incremental progress, share your own struggles with perfectionism.incremental progress, share your own struggles with perfectionism.

Under Achievement TypesUnder Achievement TypesThe Struggling Student:The Struggling Student: “It’s too hard for me. I used to be smart.” As “It’s too hard for me. I used to be smart.” As

rigor increases some gifted students start to becomerigor increases some gifted students start to becomemore affected by learning disabilities or deficits.more affected by learning disabilities or deficits.Need to find accommodations and/or solutions for coping with these Need to find accommodations and/or solutions for coping with these

deficits.deficits.The Victim:The Victim: “You didn’t give me enough time. My Mom didn’t get me “You didn’t give me enough time. My Mom didn’t get me

the book. It’s not my fault.” Reluctant to acceptthe book. It’s not my fault.” Reluctant to acceptresponsibility for lack of school success. Manipulates adults. responsibility for lack of school success. Manipulates adults. Need to be taught responsibility and shown what “excuse making” Need to be taught responsibility and shown what “excuse making”

looks like. Examples of resilience in others may help.looks like. Examples of resilience in others may help.The Distracted Learner:The Distracted Learner: “Something came up at home. I just can’t “Something came up at home. I just can’t

handle it all.” Many things outside of school competehandle it all.” Many things outside of school competefor this student’s time. Many times they have adult responsibilities at for this student’s time. Many times they have adult responsibilities at

home. Need flexibility at school from teachers.home. Need flexibility at school from teachers.

Under Achievement TypesUnder Achievement Types

The Bored Student:The Bored Student: “I learned all this stuff last year. There’s nothing “I learned all this stuff last year. There’s nothing new and exciting to learn.” These students are eithernew and exciting to learn.” These students are either

above the material and truly bored or are trying to mask their own fear above the material and truly bored or are trying to mask their own fear of failure. Needs depend on the cause. More rigorof failure. Needs depend on the cause. More rigor

for those who need it and filling in the gaps for those who are for those who need it and filling in the gaps for those who are overwhelmed.overwhelmed.

The Complacent Learner:The Complacent Learner: I’m satisfied. I don’t know why you aren’t. I’m satisfied. I don’t know why you aren’t. Quit pressuring me.” This is a conflict with adultQuit pressuring me.” This is a conflict with adult

expectations. Need to have a reason to perform. Bargaining can work.expectations. Need to have a reason to perform. Bargaining can work.

The Single-Sided Learner:The Single-Sided Learner: “This class isn’t important to me.” This is “This class isn’t important to me.” This is your student who gets “A”s in subjects of interestsyour student who gets “A”s in subjects of interests

and barely passes the others. Needs: Important to make cross-and barely passes the others. Needs: Important to make cross-curricular and connections to real-life interests. curricular and connections to real-life interests.

Gifted Adult FemalesGifted Adult Females Multi-potentiality ChallengesMulti-potentiality Challenges The Ethics of Caring: Others FirstThe Ethics of Caring: Others First Take Credit for Failures but not SuccessesTake Credit for Failures but not Successes Fear of Success: Related to not finding a supportive Fear of Success: Related to not finding a supportive

partnerpartner Feeling Different- Hiding TalentsFeeling Different- Hiding Talents PerfectionismPerfectionism Physical Attractiveness Physical Attractiveness The MediaThe Media Passivity vs AggressivenessPassivity vs Aggressiveness Guilt Guilt Success in 40s and 50sSuccess in 40s and 50s

Gifted Females of ColorGifted Females of Color

Native Americans:Native Americans:Least studied groupLeast studied groupFear of LeavingFear of LeavingCommunityCommunity

African Americans:African Americans:Poverty and RacismPoverty and RacismRelations with AfricanRelations with AfricanAmerican MenAmerican Men

Hispanics:Hispanics:Pressures to start aPressures to start aFamilyFamilyFastest growingFastest growingMinorityMinority

Asian Americans:Asian Americans:Patriarchal FamiliesPatriarchal FamiliesPressure to AchievePressure to Achieve

Guiding Gifted FemalesGuiding Gifted Females

Pre-school: Dress, non-sexist toys, reward Pre-school: Dress, non-sexist toys, reward assertivenessassertiveness

Elementary: Don’t over-schedule or push Elementary: Don’t over-schedule or push social relationshipssocial relationships

Middle School: Conceal surprise and Middle School: Conceal surprise and disappointment, encouragedisappointment, encourage

High School: College prep, mentorship, High School: College prep, mentorship, non-sexist career counselingnon-sexist career counseling

ResourcesResources

Smart GirlsSmart Girls Barbara Kerr, Ph. D.Barbara Kerr, Ph. D.

Great Potential PressGreat Potential Press

Up From Under AchievementUp From Under Achievement Diane HeacoxDiane Heacox Free Spirit PublishingFree Spirit Publishing

Internal Barriers, Personal Issues, andInternal Barriers, Personal Issues, andDecisions Faced by Gifted and Talented FemalesDecisions Faced by Gifted and Talented Females

Sally ReisSally Reis

Gifted Child Today, Vol 25, No. 1Gifted Child Today, Vol 25, No. 1