Blog Archives

Gender Issues and Achievement

For decades, females have been outperforming males academically by all measures – participation in GT/AP classes, high school and college graduation rates, and better grades. Females are more self-regulated, less distracted or prone to procrastination, more organized and better at setting goals and strategizing. Although many women suffer from Impostor Syndrome, many others do not. However, societal perceptions still hinder their success.

Males are perceived to be more difficult by their teachers and receive harsher discipline. Males are over-represented in special education programs and more likely to be identified with learning disabilities such as ASD, dyslexia, and ADHD. All this leads to reduced rates of academic success.

There are many studies regarding the role played by teacher gender in student achievement, but the findings are mixed and don’t indicate a direct correlation. Rather, other factors such as teacher expertise are more important. It has been seen that female teachers in STEM subjects in the middle school years have influence on female students, but rather as a role model. Male student achievement may be affected by the gender of their teacher in elementary school, but more from how teacher’s viewed behaviors and not specifically academics.

How does one’s gender affect academic-related mindsets? Many mindsets that are based on male dominance or risky behaviors lead to thinking academic pursuits are not so important. This increases disciplinary actions or suspensions. Society influences lead boys to think of maleness as being tougher, rebellious, and as someone who prefers to play sports.

School structure is often based on conforming behaviors, following the rules, completing assignments regardless of student interest. This often runs contrary to male prerogatives. More attention needs to be given to student voice and choice, changing disciplinary policies that remove students from the classroom, and consideration of cultural approaches to learning. Many of these issues can be minimized by providing an academic mentor.

How do women translate gains in education into gains in the workplace? Much has been written about a confidence gap for women, regardless of their academic achievements. Stereotypes must be recognized for what they are, and rejected. Male and female teachers can recognize female student academic performance beginning in the middle school years. This is especially important in math where females begin to question their abilities at this critical time. A transcript of this chat may 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 1PM NZDT/10 AM AEDT/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.

Resources:

Girls Get Smart, Boys Get Smug: Historical Changes in Gender Differences in Math, Literacy, and Academic Social Comparison and Achievement (pdf)

Sex and Genius

Why a Post about Women Downplaying Their Awesomeness Went Viral

The Confidence Gap In Men And Women: Why It Matters and How To Overcome It

Women are “Bossy” and Men are “Decisive”: What Gender Stereotypes Really Mean in the Workplace and How to Overcome Them

Gender and Genius (pdf) (Kerr)

Exploring Gender Differences in Achievement through Student Voice: Critical Insights and Analyses

Boys’ Underachievement: Male versus Female Teachers

Gender and Educational Achievement

Influences of Gender on Academic Achievement

Beyond the Schoolyard: The Contributions of Parenting Logics, Financial Resources, and Social Institutions to the Social Class Gap in Structured Activity Participation

Gender Achievement Gaps in U.S. School Districts (pdf)

Troubling Gender Gaps in Education

A Priori Model of Students’ Academic Achievement: The Effect of Gender as Moderator

Education and Gender Equality (UNESCO)

Defining Female Achievement: Gender, Class, and Work in Contemporary Korea (pdf)

The Longitudinal Effects of STEM Identity and Gender on Flourishing and Achievement in College Physics

Academic Achievement and the Gender Composition of Preschool Staff (pdf)

The Effect of Teacher Gender on Student Achievement in Primary School: Evidence from a Randomized Experiment (pdf)

Persistent Effects of Teacher-Student Gender Matches (pdf)

Teachers and the Gender Gaps in Student Achievement (pdf)

The Effect of Teacher Gender on Students’ Academic and Noncognitive Outcomes (pdf)

Image courtesy of Pixabay Pixabay License

Graphic courtesy of Lisa Conrad.

Access and Equity in Gifted Programs

Gifted students, unfortunately, too often face obstacles put in place by their own schools when trying to access gifted services and programs. These may include a mismatch between assessments and services offered. School administrators, faculty and staff may express a narrow view of exactly what constitutes giftedness and an individual student’s needs having had little exposure to PD regarding gifted education. Due to budgetary constraints, schools may not have challenging coursework or materials available for GT students.

Cultural and community mindsets can also present barriers for students who are identified as gifted, but then choose not to participate in the programs fearing repercussions from friends and family. Students become aware of negative stereotypes of what it means to be ‘smart’ at a very early age. Bullying by classmates can be a real hindrance when considering whether to avail themselves of gifted services.

Arguments based on ‘anti-intellectualism’ can result in stealth discrimination. Elimination of gifted programs can actually reduce potentially beneficial services for low-income and minority students. There’s no denying the dark history of using gifted education to segregate students. However, equity can’t be achieved by denying access to students who lack the resources to access opportunities outside of traditional schools. ‘Anti-intellectualism’ often relies on false assumptions such as eliminating gifted programs will allow more resources to be given to all students or that flexible ability grouping is the same as the archaic practice of tracking; it is not.

There are many ways the educational community as a whole can increase participation of underserved GT students by investing in quality gifted and talent development programs and providing PD for teachers and staff. Schools can provide multiple avenues for students to participate in and benefit from a variety of gifted services. They can reach out to parents through the creation of support groups and by providing information about available programs.

Teachers can seek PD opportunities in gifted education and obtain gifted certification which in turn raises awareness about the existence of giftedness across all cultures and economic groups. They must consider their own cultural biases and work to eliminate those which might interfere with how they see their students and their potential abilities.

Equity in gifted education cannot be achieved without addressing gaps in the performance and opportunities for underserved students. It begins with universal screening using tests that are culturally sensitive. Schools need to be proactive when working with underserved students by reaching out to families of color and low-SES and explaining to them what services are available and for whom. All classrooms should provide culturally responsive teaching (CRT) across all disciplines and use culturally authentic and responsive materials to encourage students to identify their strengths and interests.

A transcript of this chat may 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 Noon NZST/10 AM 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:

Academic Talent Lost to Racism and Poverty Hurts North Carolina, Speakers Say

Socioeconomic Status Dictates which Children Get into Gifted Programs

Culturally Responsive and Relevant Curriculum

Access and Equity in Gifted Programs

Effect of Local Norms on Racial and Ethnic Representation in Gifted Education

Mind Matters Podcast – Episode 21: Opening Doors to Diversity in Gifted Education

Discrimination in Gifted Education Must End

Inequities and Discrimination in Gifted Education: Why Hispanic and Black Students are Under-Represented and the Case of District U-46 (Ford) (pdf)

Addressing the ‘Gifted Gap’: Three Strategies

Equity Does Not Mean Everyone Gets Nothing: There’s a Better Way to Address New York City’s Gifted Gap

The Case for Gifted Education as an Equity Issue

Not All Gifted Children Are from Affluent Families

Recognizing, Supporting, and Nurturing Underserved Gifted Students: A Moral Imperative

Anti-Excellence Dog Whistles in the Education Media

How to Increase Access to Gifted Programs for Low-Income and Black and Latino Children

Anti-intellectualism (Wikipedia)

Gifted Education for Educators

Gifted Intervention Specialists Need to be a Visible Resource

Photo courtesy of Pixabay Pixabay License

Graphic courtesy of Lisa Conrad.

Culturally Responsive and Relevant Curriculum

Culturally relevant curriculum respects individual student culture and attempts to increase awareness in relating that culture to course content. Teachers using culturally relevant teaching display competence at teaching in a multicultural classroom. This pedagogy is thought to improve academic achievement for all students. Historically, “culturally relevant pedagogy urges collective action grounded in cultural understanding. (Ladson-Billings 1992)”

Why is culturally responsive teaching important in gifted education? It is linked to a wide range of positive outcomes including improved attendance, academic persistence, and much more interest in school in general. In gifted education, it addresses ‘stereotype threat’ – a fear that one is conforming to a stereotype (their culture) – which in turn can lead to lower academic achievement. Motivation is another concern for GT students which can be mitigated in part by providing a curriculum that is perceived as culturally relevant, useful and of interest. Many of the principles of culturally relevant pedagogy directly affect GT students including identity development, equity and excellence, and managing student emotions.

What is the goal of a culturally responsive curriculum? A culturally responsive curriculum replaces deficit-oriented teaching – seeing language, culture or identity as a barrier to learning – with asset-based approaches. The goal for culturally sensitive teachers is to respond to the needs of diverse populations in their classroom with student-oriented instruction. A culturally responsive curriculum might involve choosing non-English translations of material used in the classroom or adaptive technology for twice-exceptional students.

There are many ways to incorporate culturally responsive teaching strategies; first, be invested in learning about your students and their culture through open and honest communication with them. To be truly culturally responsive, teachers need to be immersed in the culture of their students – visit where they live, learn their language (lingo), and remove negative stereotypes from the classroom culture. Teaching strategies considered culturally responsive could include bringing guest speakers into the classroom who are representative of the culture, use real-world problem solving techniques, and use technology effectively.

How can a culturally responsive and relevant curriculum improve classroom management? A culturally responsive classroom acts as a safe haven for students who learn in a far less judgmental atmosphere. This can have a profound effect on classroom management where students want to display appropriate behavior. A culturally responsive classroom is inherently a more interesting place to learn. It empowers students to own their learning and the desire to improve their behavior as opposed to a setting where they feel a disconnect to the curriculum.

Culturally responsive curriculum will remain relevant; especially as gifted education becomes more culturally responsive itself regarding the identification process. Students exposed to a culturally responsive curriculum will be better prepared to thrive in an increasing diverse world and global economy. A transcript of this chat may 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 Noon NZST/10 AM 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:

Introducing the Culturally Responsive Curriculum Scorecard: A Tool to Evaluate Curriculum

Striving for a Culturally Responsive Curriculum

Culturally Responsive Teaching A 50-State Survey of Teaching Standards (pdf)

Three Research-based Culturally Responsive Teaching Strategies

Turn the Page: Looking Beyond the Textbook for Culturally-Responsive Curriculum

What have districts learned when embracing culturally responsive curricula?

5 Culturally Responsive Teaching Strategies

Keeping Students at the Center with Culturally Relevant Performance Assessments

Critical Thinking Skills and Academic Achievement (pdf)

Engaging Curriculum

From Discipline to Culturally Responsive Engagement: 45 Classroom Management Strategies (book)

Teaching to Encourage Motivation (pdf)

Culturally Responsive Classroom Management & Motivation Handbook – Chapter 8: Qualities of Culturally Sensitive Teachers

The Center for Culturally Responsive Teaching and Learning (website)

Being Culturally Responsive

Culturally Responsive Teaching – Excerpts from The Knowledge Loom: Educators Sharing and Learning Together (pdf)

Culturally Responsive Teaching Strategies

The Two-by-Ten Classroom Management Method

Why a Culturally Responsive Curriculum Works

Culturally Responsive Teaching: Theory, Research, and Practice (Multicultural Education Series) 2nd Edition (book 2000)

Graphic courtesy of Pixabay  Pixabay License

Graphic courtesy of Lisa Conrad

Common Terminology in an Uncommon Field

With little experience with the concept of gifted education prior to their child being identified (unless they participated in a program themselves), most terminology is new to parents. Many teachers also have limited exposure to gifted education prior to beginning their teaching careers.

Unique terms such as overexcitabilities or the idea of perfectionism in very young children can be confusing at first. Also, terms such as cluster grouping, self-contained classrooms versus full-inclusion classrooms, and acceleration may be new to many.

Perhaps the term ‘gifted’ itself is the most controversial term in gifted education. Many educators and some parents would prefer not to use the term. Others have decidedly opposing ideas about the word’s definition. Unfortunately, this has at times slowed how the field of gifted education has responded to actually helping gifted children grow and develop their potential abilities.

What are some general education terms that are also useful in gifted education? Terms such as universal screening, pre-assessment, curriculum compacting, scaffolding, and differentiation are used universally in both fields. It’s important to understand general education terms to be a successful advocate. Educators appreciate a willingness by parents to learn the terminology and be able to engage in intelligent dialogue.

Learning the jargon or terminology aids in a parent’s understanding of what will be discussed in meetings with teachers and school personnel regarding their child’s education. Intelligently conversing with educators will gain their respect for parents and ultimately benefit the relationship for all stakeholders; especially the student.

What resources are available for learning the lingo of gifted education? Gifted organizations such as the NAGC and state websites generally provide a list or terms for both parents and educators. Resources and links to these organizations can be found below. A transcript of this chat may 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 Noon NZST/10 AM 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:

CO: The Principal’s GT Handbook – A Consolidated Resource (pdf)

NAGC: Glossary of Terms

Frequently Used Terms in Gifted Education (pdf)

Gifted Education Glossary of Common Terms (pdf)

Understanding Your Gifted Child From the Inside Out: A Guide to the Social and Emotional Lives of Gifted Kids  (Prufrock – aff. link)

PAGE: A Glossary of Terms for Gifted Education

Acronyms, Terms, and Other Things We Need to Know

Davidson Gifted: A Glossary of Terms Used in Educational Assessment

Different Uses of the Term “Gifted”

Your Guide to Education Lingo

NAGC: Administrator Quick Guide to Gifted Education (pdf)

Dictionary of Educational Jargon

Sprite’s Site: Stories of the OEs

Reforming Gifted Education (GPP)

Davidson Gifted: The Underachievement of Gifted Students: What do we know and where do we go? (2000)

Emotional Intelligence in Gifted Students

Sprite’s Site: The G Word

Acronyms, Terms, and Other Things We Need to Know

Image generated at Wordcloud.com by Lisa Conrad.

Graphic courtesy of Lisa Conrad.

 

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