Created by Nicolette Edenburn OSU EPSY 5213 ADVANCED EDUCATIONAL PSYCHOLOGY Response to Cognitive Sex Differences Wk 11 Ch 27 GIFTED GIRLS PROBLEM Girls tend to outperform boys in the fifth grade in math and science classes However there are significantly more men going into mat ID: 756226
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Gifted Girls vs. Gifted Boys: Different Gender, Different Instruction
Created by Nicolette EdenburnOSU EPSY 5213 ADVANCED EDUCATIONAL PSYCHOLOGYResponse to “Cognitive Sex Differences” Wk 11 Ch. 27Slide2
GIFTED GIRLSSlide3
PROBLEM
Girls tend to outperform boys in the fifth grade in math and science classes. However, there are significantly more men going into math and science professions.
Research shows that bright girls view difficulty differently than boys do. The higher the girl’s IQ, the more likely she is to give up when schoolwork becomes a struggle. Boys are more likely to see it as a challenge and work through it.
How do we fix this?Slide4
MESSAGES ADULTS SEND
GIRLS“You’re so smart.”
“You’re a wonderful student.”
“That was so clever.”
BOYS
“If you apply yourself, you’ll do better.”
“You need to pay attention more.”
“Keep trying harder.”
RESULT:
Girls internalize when subjects become more challenging that they must not be “smart” or a “wonderful student” anymore. Boys view it as a time to try harder since they received more specific feedback.
SOLUTION:
Give more specific praise to both genders at an earlier age.Slide5
Dr. Carol S. DweckMindset
Fixed vs. Growth mindsetGirls more likely to have a fixed mindset where intelligence is believed to be setChanging the mindset is possibleStudies find best results come from explaining the brain’s plasticity—the more you learn, the more connections you make in the brain, causing heightened intelligenceTherefore, teachers and parents are vital.
Brainology
workshop gives modules to teach students about the brain.Slide6Slide7Slide8Slide9
BRAINOLOGY EXAMPLESlide10
Brainology
Workshopwww.mindsetworks.com Slide11
Dr. Sylvia Rimm—
How Jane Won & See Jane Win StudiesResearched/surveyed 1,000+ successful womenDeveloped 10 Research Findings and 10 Guidelines for Girls and WomenSlide12
Rimm
Finding & Guideline #1Finding: Successful women respond well to healthy competitionBoth positive and negative experiences cited as shaping their desire for achievement
Guideline: Risk-taking is critical to success
Enter competitions where you feel like you will be successful to boost confidence
Enter competitions where you feel challenged to help gain the real-world experienceSlide13
Rimm
Finding & Guideline #2Finding: Successful women don’t always match their coversWomen cited versatile characteristics as children, both emotionally and academically
Guideline: Don’t be scared to be a smart, hard worker
Find friends who accept you for who you are
Find out what you’re good at and interested in earlySlide14
Rimm
Findings & Guidelines #3 & 4
Finding #3: Many women cite all-girls schools or female teachers with high expectations as having a positive influence in their lives
Guideline #3: Seek out teachers who are a positive influence in your life and determine if boys are a distraction to learning if your family can afford an all-girls’ school option
Finding #4: Peers can have a positive or negative influence
Many successful women had a core group of friends growing up or felt isolated
Guideline #4: Involve yourself in
extracurriculars and find friends who support you and share your values and interestsSlide15
Rimm
Findings & Guidelines #5 & 6
Finding #5: Travel was cited just behind healthy competition as a positive influence for successful women
Guideline #5: Study abroad, create a travel group at school, ask parents to go on outings
Finding #6: Supportive parents are helpful
Successful women generally had positive guidance from their parents, and those who did not cited positive mentors or role models via
bibliotherapy
Guideline #6: Don’t shut out adultsTake parents’ advice when it is helpfulSeek out mentors if parental influence is less-than-perfectSlide16
Rimm
Findings & Guidelines #7 & 8
Finding #7: Sibling influence is important
Birth order does not show a tendency for success or lack of it
Sibling rivalry can have a detrimental effect to pursuing an interest
Guideline #7: Don’t allow birth order to dictate your life choices and don’t allow siblings to dictate what interests you pursue, even if “they are better”
Finding #8: Successful women persevere through difficult times
Guideline #8: Work through pitfalls, find a positive support system, and accept your flawsSlide17
Rimm
Findings & Guidelines #9 & 10
Finding #9: Successful women have a drive and love for their work
Guideline #9: Find what you’re passionate about and what works for you; don’t decide on something so quickly you won’t allow yourself to change your mind later
Finding #10: There will be struggles balancing professional and personal lives
Guideline #10: Create your own way of life that works for you; to be successful with both family and a career will take creativitySlide18
KERR (1994)
Came to same conclusions as Rimm after analyzing multiple successful women.Added a few more attributes:
Avid readers
Spent much time alone
Accepted/knowledgeable that they had differences/giftedness
Received differentiated instruction
Refused to let gender hold them backSlide19
IDEAS FOR GIRLS IN PRESCHOOL
Allow them to dress how they want; do not force them to dress “girly” or in stereotypical girlish colorsGive them a wide range of toys that are gender-neutralParticipate in
Take Your Daughter to Work Day
Avoid preschools that implement gender stereotypes
Look for preschools with
flexiblility
on napping
Seek preschools with literacy explorationsBe mindful of stereotypes on TVEncourage and answer questionsAllow her to pursue her interestsSlide20
IDEAS FOR GIRLS IN
ELEMENTARYFind activities that suit and challenge their areas of strengthEncourage books that portray strong women (bibliotherapy)
Encourage exploration and
extracurriculars
, but don’t schedule too many things that they don’t have time for creativity and imagination
Openly accept and be willing to discuss her giftedness
Find a
nonparental female mentorBe aware of and patient with intensitiesDon’t be pushy with friendshipsFight for challenge in the classroomSlide21
GIFTED BOYSSlide22
PROBLEM
Gifted boys showing underachievementGirls are overtaking them in leadership rolesLack social skillsBullied
Bored in the typical classroom
Parents and teachers are confused how to encourage boyhood and also giftedness while avoiding teasing
How do we fix this?Slide23
KERR AND COHN
(2001)
Key Points from Research
Not a gender war; just trying to avoid stereotypes on both sides
Girls aren’t “beating” the boys; challenge is to build viewpoint that female involvement doesn’t downplay certain involvements
Testosterone does not control men
“Masculinity” is a social and cultural construct that can be changed
Androgyny is beneficial to both gifted girls and boysSlide24
UNDERACHIEVEMENT
Tendencies:Often intense emotional/social and intellectual asynchrony exists, resulting in immaturity with peersMay exhibit emotional problems (depression, anger, mood swings) and underachieving exacerbates problem
Antisocial tendencies
Negative attitudes towards self
Potential Reasons for Underachievement:
IQ Score does not match ability
Bored in class
Hiding talentsPeaked earlyBenefitting socially from underachievingSlide25
IDEAS FOR
BOYS IN PRESCHOOLEncourage reading and read to boysAllow for expression with clothing, and do not chastise for curiosities with female clothing
Allow older playmates if share interests
Do not over-indulge violent, stereotypical male toys
Accept
overexcitabilities
and intensities
Allow imaginary friends and creative outletsBe aware gifted boys tend to be quite active, so avoid hasty ADD/ADHD diagnosesAvoid “redshirting,” or keeping boys at home an extra year, before KindergartenSlide26
IDEAS FOR
BOYS IN ELEMENTARYMany boys appreciate hands-on learning opportunitiesPromote math and science early on
Parents should provide activities that they are interested in outside of school
Watch for “Bartleby Syndrome” (boys stop doing homework due to lack of interest)
Allow networking with imagination games and safe groups on the Internet to connect with other gifted kids
Allow involvement in athletics and fine arts of interest, but do not overschedule
Guide, but don’t force social skills
Use role play and give strategies to overcome bulliesFind a positive adult male role modelTake on outings, involve in spiritual life, and take to workSlide27
COUNSELING AND TEACHING
GIFTED MALES—BURTON (2012)
More visual-spatial than verbal (as opposed to females)
Trouble with
asynchronicity
, especially with “Boy Code” variance with intellectual age and motor skills—impacts athletics
Overexcitabilities
, especially emotional, can lead to trouble or teasing with peersSuffer extreme frustration when teachers:Do not challenge them sufficientlyFocus on their weaknesses and not their strengthsLack knowledge on subjects they are interested inTake a goal-seeking or problem-solving approach with boysCreate a male-friendly environment
Humor (especially with tone of voice), integration of pop/tech culture works well
More difficult to engage, genuineness is key and more likely to talk about thoughts than feelings
With older males, examine course descriptions to see if the style works for them
Integrate activity and not just talking
Benefit from positive male role modelsSlide28
WOLFLE (1991)
Gifted males often underachieve in the sense that they don’t achieve as much as they possibly couldMany lack the social skills needed for leadership, especially in high school organizationsMany young gifted males work quietly and fail to interact, and this goes unnoticed by teachers
Teachers more focused on academic advancement than social
Males have more trouble coping with simultaneous problems than females, especially in adolescence, and society expects them to just deal with it
Encourage cooperative learning and group workSlide29
FINAL OVERVIEWS OF GIRLS VS. BOYSSlide30
NEIHART, REIS, ROBINSON, & MOON (2002)
Girls are more sensitive to teacher and parent criticismsGirls are less likely to accept they have academic abilities, called “academic modesty”Girls tend to find ways to fit in rather than show off talents
Teachers tend to stereotype gender roles and abilities
Only 5% of boys feel both sexes should provide for a family and work to care for the family together
Young achieving women strive for independence and often avoid relationships with boys early on
Most research has been focused on needs of gifted girls; little focus has been on needs of gifted males
High levels of self-efficacy and belief in themselves have been cited as reasons for success in gifted males
Males feel most successful when their emotions are acknowledged“Psychological androgyny” allows for more well-rounded gifted males
Positive male mentors have proven beneficial
Community service opportunities are helpful for gifted males as an affective outletSlide31
WHAT TEACHERS CAN DO TO LEVEL THE PLAYING FIELD
Give constructive “process” praise to both girls and boysAvoid only giving girls timed or speed tests; boys tend to perform better on thoseConsciously call on both genders equal amounts, including shy students
Allow students the opportunity to think before creating
Give constructive criticisms to both genders
Bring in both male and female role models as examples of success
Make advance math and science classes required as students get older
Create support groups for gender issues
When grouping students, mix genders sometimes and provide single-sex grouping opportunities at timesSlide32
REFERENCES
Alexander, P.A., & Winne, P.H. (2006). Handbook of educational psychology. Mahwah, NJ: Lawrence Erlbaum Associates.
Burton
, M.G.
(
2012
). Talk is cheap: Exploring alternative strategies for counseling gifted adolescent males.
Gifted Child Today, 35(3), 208-214.Damour L. (2011). Teaching girls to adopt a growth mindset. [PDF]. Center For Research On Girls At Laurel School, Shaker Heights, OH Retrieved June 23, 2013 from Google. http://www.laurelschool.org/about/documents/CRG_GRWTHMNDSET.pdf
Dweck C.S. (2008).
Mindset and math and science achievement
. [PDF]. The Opportunity Equation, New York, NY Retrieved June 23, 2013 from Google.
http://opportunityequation.org/uploads/files/868cea31-5888-4e45-a832-62b4377dbbfb.pdf
Dweck
, C.S. (2008).
Mindset: The new psychology of success
. New York: Ballantine
.Halvorson H.G. (2011). The trouble with bright girls. Psychology Today. Retrieved June 23, 2013 from Google. http://www.psychologytoday.com/blog/the-science-success/201101/the-trouble-bright-girls Kerr, B.A., and Cohn, S.J. (2001). Smart boys: Talent, manhood, and the search for meaning. Scottsdale, AZ: Great Potential Press.Kerr, B.A. (1994). Smart girls: A new psychology of girls, women, and giftedness. Scottsdale, AZ: Great Potential Press.Neihart, M., Reis, S. M., Robinson, N.M., & Moon, S.M. (2002). The social and emotional development of gifted children. A service publication of the National Association for Gifted Children. Waco, TX: Prufrock Press.Rimm, S. (2001). How Jane won. On Raising Kids, 11(3), 1-8.Robinson, A. (2006). Best practices in gifted education: An evidence-based guide. Waco, TX: Prufrock Press.Wolfle, J. A. (1991). Underachieving gifted males: Are we missing the boat?. Roeper Review, 13(4), 181.***All images found on Google***