Empowering gifted girls to reach their potential PENNSYLVANIA ASSOCIATION FOR GIFTED EDUCATION MAY, 1, 2015 GAIL POST, PH.D. LICENSED PSYCHOLOGIST

What can we hope for gifted girls?

To understand gifted girls, we must…  Understand social/academic/cultural influences  Recognize biochemical and neurological differences  Appreciate female psychosocial development  Understand effects of being gifted  Identify what holds them back and what will help them reach their potential

Some questions to consider  In what ways are girls treated differently in schools and in society?  How do gifted girls differ from gifted boys?  How do different social/cultural pressures influence academic and career choices?  What are the emotional stressors gifted girls face?  What social/emotional aspects of giftedness affect gifted girls?

Some additional questions  How do you think social/cultural/family influences affected you, your children, or your students?  How have these influences affected choices, confidence, and expectations?  What one incident stands out?  What would have improved the situation?

Girls Rule! (Or do they?)  Higher GPA  Higher percentage go to college  Higher graduation rates  Achieving equal status in many professions  But what about…

Limitations  Pay gap  Glass Ceiling  Stereotype threat and bias  “Female” jobs command lower salary  Lower status for “women’s work”  Insecurities and fears

Girls and GPA

Women and college enrollment

Gender and Degrees From 2013 Council of Economic Advisors Report

Women and graduate degrees

Women in STEM professions From AAUW study

Pay gap for women From Payscale.com

Pay gap and career choices From topmanagementdegrees.com

Earning Differences – gender and age From 2013 Council of Economic Advisors Report

Girls face specific challenges  Importance of relationships  Rewarded for caregiving  Competition averse  Importance of appearance  Confidence gap  Social/cultural/family messages

Let’s look at female development Early DevelopmentElementary SchoolMiddle School and High SchoolCollege and Career

Early female development  Advanced relational skills and social maturity  Advanced language, fine-motor and attention skills  Different brain and hormonal development

Girls in elementary school  High levels of confidence and enthusiasm  Cooperative; rewarded for good behavior  Interest in math and science  Seeking female role models

Girls in middle and high school  Start to modify behaviors to fit in  Make difficult choices to remain popular  Lose confidence in their abilities  Lose interest in STEM subjects

Women in college  Some women (although not all) face additional challenges in college:  Continue to lose confidence  Imposter syndrome emerges  Brilliance vs. hard work – attribution effect  Difficult career choices

Women in the work force  Balance work and family  Pay gap  Many choose lower paying careers – not STEM  Different priorities  Confidence gap  Fears and insecurity

So what holds these girls back? Teacher’s Role Parent’s Role Personal Conflicts Gifted Traits

Teacher’s role  Treat boys differently  Unconscious discouragement  Attribution effect – ability vs. hard work  Personal anxiety about math has impact  Not trained in gifted education

Parent’s role  Expectations  Negative comments  Role modeling  Anxiety (about self and child)  Isolation related to giftedness

Personal Conflicts  Relational need for connection  Conflict over competition, caring for self  Discomfort with displaying talents  Assumption of decreased desirability with increased success  Cultural and family messages about behavior, conformity  Confidence gap, attribution errors, lack of assertiveness  Fears and insecurity related to success, failure, focus on self vs. others  Balance of school, work, family and social relationships

Challenges specific to gifted girls  Heightened sensitivity and overexcitabilities  Heightened concern with fairness and justice  Masking abilities to fit in  History of boredom at school or work  Multipotentialities  Difficulty finding like-minded peers; impatience with others  Overthinking: obsessing, perfectionism, procrastination  Shame related to success, innate abilities or not achieving potential

What do gifted girls need?  Challenge assumptions  Misconceptions and stereotype threat  Balanced emphasis on role of ability and hard work  Challenge attributions – luck, effort, ability  Address insecurities, fears

What do gifted girls need?  System-wide Changes  Challenge and eliminate bias among educators  Find role models  Involvement in team sports  Grouping with other gifted girls  Eliminate “weed out” programs at colleges

What do gifted girls need?  Encouragement and Support  Confidence building  Encourage taking risks, taking action  Ignite interest in STEM – appeal to their wish to collaborate, help others  Teach about potential barriers and how to overcome them  Encourage non-traditional behaviors

What do gifted girls need?  Understanding the effects of giftedness  Address their academic needs  Understand and help with sensitivities  Provide outlets for their passions, interest in causes  Challenge them, but avoid pressure  Help them with self-concept, peer relations  Address problem behaviors

What’s your next step?  Self-reflection  Awareness  Make a plan  Intervene  Advocacy

Let’s give gifted girls every opportunity! Gail Post, Ph.D. Licensed Psychologist Jenkintown, Pa.