Title

"Giftedness and Gender Equity: Does Gender Impact Genius in Academic Achievement and in Leadership Prowess?"

First Presenter's Institution

Augusta University

Second Presenter's Institution

N/A

Third Presenter's Institution

N/A

Fourth Presenter's Institution

N/A

Fifth Presenter's Institution

N/A

Location

Meet & Greet Poster Reception (Harborside)

Strand #1

Academic Achievement & School Leadership

Strand #2

Social & Emotional Skills

Relevance

In this poster session, research will be provided from studies that demonstrate how gifted and gender equity impact academic achievement, school leadership, and social/emotional development.

Brief Program Description

In this poster presentation recent research studies will be highlighted indicting how gifted and gender equity studies have shown the manner in which academic achievement, school leadership, and social/emotional development are related. Findings will be discussed in-depth.

Summary

Gifted behavior for males and females are impacted by our society’s beliefs as to what is appropriate in terms of gender identity. Emotional and social notions of what our society contends are appropriate for males and females seems to change from decade to decade. It is important to consider the follow questions:

  1. What shapes gender roles?
  2. From where did our society develop today’s ideas as to what is appropriate for males and females?
  3. How did those ideas impact the lives of gifted boys and girl?
  4. What roles can educators play in reaching gifted students (both males and females) as they challenge today’s stereotypes.

Research on gender stereotypes prevail. As educators, it is our role to aid both males and females in exploring their personal definition of masculinity and femininity. Parents, too can begin with very young children to explain that boys and girls can become leaders. That way, bright boys and girls can become bright women and men who see each other as leaders. It is essential that boys and girls are taught by their parents and teacher to respect each other’s goals. Mothers and fathers need to support their sons’ and daughters’ goals. When this happens boys and girls- especially gifted boys and girls- learn to value each other. Overall, teachers must focus on helping to prepare boys and girls (our brightest students) to recognize and nurture each other.

Early researchers including Freud explored gender identity development. We certainly do not in 2019, want to limit ourselves to Freudian identity beliefs system. Instead, educators must look at classic research by Lewis Terman. Terman’s work reminds us that we do not want to restrict career choices of gifted boys and girls.

Evidence

Research findings will be shared based on studies conducted to demonstrate the importance of early studies of gifted boys and girls.

Format

Poster Presentation

Biographical Sketch

Dr. Harris is a professor of gifted education at Augusta University.

Keyword Descriptors

gifted females, gifted males, leadership development, academic achievement

Presentation Year

March 2020

Start Date

3-9-2020 4:45 PM

End Date

3-9-2020 6:00 PM

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Mar 9th, 4:45 PM Mar 9th, 6:00 PM

"Giftedness and Gender Equity: Does Gender Impact Genius in Academic Achievement and in Leadership Prowess?"

Meet & Greet Poster Reception (Harborside)

In this poster presentation recent research studies will be highlighted indicting how gifted and gender equity studies have shown the manner in which academic achievement, school leadership, and social/emotional development are related. Findings will be discussed in-depth.