Monthly Archives: February 2019

The Effects of Stereotypes on Gifted Kids

What are the most prevalent stereotypes you hear about gifted children and teens? Unflattering terms such as ‘geeks’ and ‘nerds’ promote the stereotypes of GT kids as being interested in only academic pursuits and lacking in social skills. Gifted children are often perceived as over-achievers in school, non-athletic, and reticent to associate with age-peers.

How gifted students see themselves in response to stereotypes can affect their willingness to be associated with gifted programs and even the gifted label. Academic performance can be diminished when GT students assume stereotypes which focus on intellectual ability; many longing to simply ‘fit in’ with age-peers.

Stereotypes can affect teacher perception of gifted students. The stereotype of the always high achieving student can put at risk those students identified as GT but for a wide array of circumstances do not achieve at expected levels. Achievement shouldn’t be the sole consideration. Not all GT students are ‘teacher pleasers’ and may exhibit unexpected behaviors. Support professionals should be consulted rather than removing services for these students. Negative stereotypes about gifted students can be mitigated by increasing exposure to gifted education for teachers at the undergraduate level and through high-quality professional development in the field.

What role does ‘stereotype threat’ play in gifted students’ development? Stereotype threat occurs when a student assumes a negative stereotype is true and it becomes a self-fulfilling prophecy. (Steele & Aronson 1995) Test performance can be significantly influenced by stereotype threat; specifically cultural stereotypes relating to intelligence – the belief that certain racial groups or low-ses students do not do well in particular subjects. At the same time, stereotype threat can be diminished simply by acknowledging that it exists (Johns, Schmader & Martens, 2005) and seeking affirmation of positive personal characteristics (Marx & Roman, 2002).

Movies and television too often portray gifted kids as the butt of jokes, the kid no one wants on their team, or a failure in interpersonal relationships. Gifted kids can develop low self-esteem and find it hard to overcome in real life. Negative stereotypes of gifted children in the media are also consumed be age-peers who may lack understanding and maturity in how to respond positively towards their GT friends.

Parents and advocates can do some things to counter negative stereotypes about GT children. Parents need to discuss stereotypes honestly with their children and make it personal. These kids look up to their parents and can appreciate smart strategies to combat negative stereotypes. Advocates must stand up for gifted children by countering negative stereotypes whenever they are proposed either in a school setting or society at large. Presenting strong positive alternatives is important.

A transcript of this chat can be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZST/Noon AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

 Lisa Conrad About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Resources:

Understanding the Stereotypes against Gifted Students: A look at the Social and Emotional Struggles of Stereotyped Students (pdf)

Nerds and Geeks: Society’s Evolving Stereotypes of Our Students with Gifts and Talents (pdf)

The Mad Genius Stereotype: Still Alive and Well

Age of the Geek: Depictions of Nerds and Geeks in Popular Media (book bn)

5 Ways Bullying Affects Gifted Students

What It Means To Be Gifted

How Stereotypes Affect Gifted Children

Gifted Children—About THAT Stereotype

Debunking Myths and Stereotypes around Gifted Students

7 Facts You Might Not Know About Your Gifted Child

Stereotypes and Beliefs Regarding Intellectually Gifted Students: Perceptions of Pre-Service School Counselors (pdf)

One of the Greatest Barriers to Gifted Education

Bullying and the Gifted: Welcome Back to School?

The Impact of Popular Culture on Gifted Children

How Pop Culture Stereotypes Impact the Self-Concept of Highly Gifted People

The Hubris and Humility Effect and the Domain Masculine Intelligence Type: Exploration of Determinants of Gender Differences in Self-Estimation of Ability (pdf pp. 79 – 84)

The Social, Cultural, and Political Aspects of Intelligence

Pink or Paris? Giftedness in Popular Culture

Giftedness in the Media

Sprite’s Site: Googlebox

Hoagies’ Blog Hop: Gifted in Pop Culture

Sprite’s Site: Labels: Good, Bad, or Simply Wrong

Disrupting Deficit Narratives on Gifted Children of Diverse Backgrounds

Sprite’s Site: Acknowledging Diversity: Gifted is Not a Homogenous Group

Myths and Stereotypes

Sprite’s Site: Columbus Cheetah, Myth Buster

Image courtesy of Pixabay Pixabay License

Graphic courtesy of Lisa Conrad.

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Educating the Profoundly Gifted

 

Why should society care about the education of profoundly gifted children? The Big Picture: PG children are a relatively small population with an enormous potential to benefit society at large. Yet they are often marginalized by educational leaders committed to sustaining averages. It’s a common refrain that ‘all children are gifted’; all deserve to have their needs met. In reality, PG children, as a group, rarely have their needs addressed let alone met. These kids have no reason to contribute to a society who ignores them. Society loves to tell children to ‘be your best’; fulfill your potential. Yet, at the same time, is comfortable with limiting resources to help them do just that.

Profound giftedness is evidenced early in life; as infants, they are unusually alert with sustained attention spans. Profoundly gifted children show early language and motor skills development with almost half displaying ambidextrous ability. Parents have reported engaging in extraordinary conversations with very young children. In particular, profoundly gifted children are early readers who easily comprehend what they read. Most are reading before the age of 4 and many are self-taught. (Hollingworth/Gross/Morelock/Silverman,et.al.)

Biological needs for a profoundly gifted child are usually out of synch with their intellectual abilities which can cause specific developmental needs. The term ‘asynchronous development’, or ‘many ages at once’, was coined to describe this situation. It can be extremely disturbing to an unidentified child or child who isn’t informed of their giftedness; to realize you are different from your age-mates, but not know why. Profoundly gifted children are still kids. They may have different interests from their friends and perceive the world in different ways, but not possess the maturity to cope with their abilities.

What about testing a PG child – when and how? The determination of when and how to test a child is more subjective than many understand; individual circumstances and the reason for testing should be taken into consideration. Generally, between the ages of 5 and 8 is a good starting place.  Testing very young children (<4) is not recommended. Basic childhood needs will affect the test results … fatigue, hunger, lack of familiarity with the tester, etc. Necessity is often the best indicator … kindergarten or gifted program placement, selecting a school, or need for acceleration.

Educating PG children can be challenging. PG children have significantly greater needs than HG and gifted children. Many schools may only see these students in rare instances; if at all. A teacher may encounter one once in a lifetime. Where differentiation of the curriculum & weekly enrichment may benefit gifted students; it will not suffice the PG. A 4 year old who is reading, writing and comprehending high-level math may need highly-trained teachers or radical acceleration. PG students may require early entrance (K/college), mentoring, acceleration, self-paced and individualized programs, out-of-school enrichment, or self-contained gifted classrooms. Flexibility is key as needs change quickly as a child matures.

What challenges do parents face when seeking an appropriate education for their PG child? Parents of PG kids must be immersed in advocacy procedures and be prepared to document their child’s abilities. They need to be aware that they may need to be forceful advocates even when their child is quite young. Parenting PG children can be very expensive and beyond many parents’ means. Parents may need to be creative and resourceful when providing enrichment and educational opportunities for their children. Financial assistance can be complicated. Parents of PG kids may be overwhelmed at first, but latter appreciate their child’s abilities as they grow and mature. It’s important to remember they are so much more than simply their intellect. A transcript of this chat can be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZST/Noon AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

 Lisa Conrad About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Resources:

Highly Gifted, Vastly Ignored the Compelling Case for Recognizing and Serving Our Most Able Children (pdf)

The 10 Most Commonly Asked Questions about Highly Gifted Children

Children above 180 IQ Stanford-Binet (1942 Hollingsworth free ebook)

Parenting Highly Gifted Children: The Challenges, the Joys, the Unexpected Surprises

Frequently Asked Questions about Extreme Intelligence in Very Young Children

“Mellow Out,” They Say. If I Only Could (book excerpt – pdf)

The “I” of the Beholder A Guided Journey to the Essence of a Child (GPP book)

Small poppies: Highly Gifted Children in the Early Years (pdf)

NZ: The Education of Gifted Children in the Early Years: A First Survey of Views, Teaching Practices, Resourcing and Administration Issues (pdf)

“Put your Seatbelt On, Here We Go!” The Transition to School for Children Identified as Gifted (pdf)

Frequently Asked Questions: Profoundly Gifted Students & Gifted Education

Davidson Institute – IQ and Educational Needs

Twelve Cost Effective Educational Options for Serving Gifted Students

Off the Scale! or Sherwyn’s Progress: Raising a Profoundly Gifted Child (book)

What Can be Done to Help Profoundly Gifted Students Thrive? (Audio 36:00)

In Defense of Appropriate Education for the Highly Gifted

The Unique Vulnerability of Profoundly Gifted Children

High, Exceptional & Profound Giftedness

Meeting the Needs of the Profoundly Gifted

Genius Denied How to Stop Wasting Our Brightest Young Minds (book)

Mission: US Department of Education

What is Highly Gifted?  Exceptionally Gifted?  Profoundly Gifted?  And What Does It Mean?

 Acceleration Institute

Sprite’s Site: Brown Brogues

Image courtesy of Pixabay Pixabay License

Graphic courtesy of Lisa Conrad.

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