Gifted%20Girls

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Gifted Girls

• By Sarah Ferrara

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Roughly 5 of the population has an IQ higher
than 126.

• Hawkins 2001

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About 3 of the population has an IQ of 130.

• Hawkins 2001

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About 0.6 of the population has a IQ of 140,
and less than 0.03 has an IQ of 155 or higher.

• Hawkins 2001

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Parental opinions matter greatly to young girls,
and the messages sent by subtle and not-so-subtle
verbal and nonverbal interactions may encourage
or discourage girls for life.

• Reis 2002

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In a society in which the majority of our
leaders, politicians, artists, musicians, and
inventors are male, a young female may not
develop a philosophical belief about her own
creative potential.

• Reis 2002

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A study conducted by Peterson, Carpenter and
Lubinski (1990) reported that teachers selected
ability as the cause of their most capable males
success 58 of the time, and the cause of their
best females success only 33 of the time.

• Reis 2002

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Buescher, Olszewski, and Higham (1987) found
that gifted boys and girls were more alike than
peers not identified as gifted except in one
critical area the recognition and acceptance of
their own level of ability.

• Reis 2002

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Mildly, moderately, highly and profoundly gifted
children are different from each other as mildly,
moderately, highly and profoundly retarded
children are from each other, but the differences
among levels of giftedness are rarely recognized.

• Silverman 2003

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Over 60 of gifted children are introverted
compared with 30 of the general population.
Over 75 of highly gifted children are
introverted.

• Silverman 2003

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Gifted girls fit in by pretending to be less
capable than they are.

• Williams 2002

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To young girls, being friends means being just
like each other.

• Williams 2002

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Myra and David Sadker (1994) stated that study
after study has shown that adults, both teachers
and parents, underestimate the intelligence of
girls.

• Reis 2002

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Locksley and Douvan (1980) discovered that girls
with high grade point averages were significantly
more depressed, had more psychosomatic symptoms
and had lower self-esteem than boys with high
grade point averages.

• Kerr 2000

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The National Science Foundation reported that
only 9 of Ph.D. physical scientists and 4 of
all engineers are female (Davis Rimm, 1998).

• Rose 1999

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The difference between the exceptionally gifted
and the average child is the same as the
difference between the average child and the
mentally handicapped child of IQ 40. That's a big
difference!

• Understanding Tests and Measurements 2004

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When parents and teachers understand the
implications of the differentness inherent in
being gifted, they can create conditions that
will support the child's positive social and
emotional growth. The first step is to realize
the inextricable link between social and
cognitive development.  

• Kerr 2000

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Resources

• Hawkins, R. How Many Gifted People are There?
  (2001). Retrieved October 28, 2003, from
  http//www.star.qmul.ac.uk/rmh/gbellcurve.html
• Kerr, B. (2000). Gender and Genius. Retrieved
  July 7, 2004, from http//cfge.wm.edu/documents/ge
  ndergenius.htm
• Reis, S.M. (2001, Fall). External Barriers
  Experienced by Gifted and Talented Girls and
  Women. Retrieved April 16, 2004, from Gifted
  Child Today Magazine, httpwww.findarticles.com
• Rose, L. (1999). Gender Issues in Education. The
  National Research Center on Gifted and Talented.
  Retrieved July 9, 2004, from
• http//www.sp.uconn.edu/nrcgt.htm
• Understanding Tests and Measurements. (2004).
  Retrieved July 7, 2004, from http//www.gtworld.or
  g/gttest.htm
• Williams, E. (2002, March). The Disappearing
  Gifted Girl. Retrieved July 8, 2003, from
  Differentiation of Instruction and Gifted
  Endorsement Class Homepage database,
  http//webtech.cherokee.k12.ga.us/littleriveres/e
  williams
• http//