Gifted Girls By Cristal Locke January 2004 Gifted Counseling

Challenges/Obstacles Mixed messages that undermine their achievement potential. Gifted girls face a number of challenges and obstacles on the road to achievement. As girls grow up they receive many mixed messages that undermine their achievement potential. January 2004 Gifted Counseling

Influences At birth Parents encourage particular attributes by gender. environmental cues color coded clothing toy choices Parents encourage particular attributes by gender. Boys - aggression, outgoingness, independence girls - passiveness, dependence, and nurturing From the moment children are born they are influenced by environmental cues as to gender appropriate behaviors. These cues are coded in colored coded clothing and toy choices Parents encourage particular attributes by gender. Encouraged in boys are aggression, outgoingness, independence, while passiveness, dependence, and nurturing characteristics are encouraged in girls. January 2004 Gifted Counseling

School Experiences Gender inequities The American Association of University Women (AAUW) (1992) reported that girls receive less teacher attention less complex challenging interaction less constructive feedback lower mathematical achievement expectations (Hallinan & Sorensen, 1987) Different experiences for girls and boys continue in school. Gender inequities, for example, are observed in the classroom. The American Association of University Women (AAUW) (1992) reported that girls receive less teacher attention, less complex and challenging interaction, and less constructive feedback than boys. “I need 2 strong boys.” January 2004 Gifted Counseling

Guidance Counselors Give girls less encouragement Less information about courses and careers in the sciences (Oakes, 1990) Guidance counselors have been observed to give girls less encouragement and information about courses and careers in the sciences (Oakes, 1990). Thus, the influence of teachers and counselors can reach far beyond the students school years by influencing choices in careers. January 2004 Gifted Counseling

College Textbooks “Male accomplishment and female invisibility” (Sadker and Sadker, 1994) “Centuries of recorded history parade before today’s college students, but women continue to make only a rare appearance” (pg. 175). The representation of women in history was no better in college textbooks. Sadker and Sadker (1994) noted that textbooks are about “male accomplishment and female invisibility. Centuries of recorded history parade before today’s college students, but women continue to make only a rare appearance” (pg. 175). January 2004 Gifted Counseling

Societal Expectations Stereotypical female expectations Stereotypical media images “Good Girl” as a child Acceptance includes: Playing dumb Hiding intelligence Silencing voices (Brown & Gilligan, 1992) In addition to school influences, pre-adolescent and adolescent girls begin to feel the influence of societal expectations These include stereotypical female expectations Stereotypical media images are also pervasive Tremendous pressure and influence is exerted by peers. As girls approach adolescence, their efforts often shift from being the “good girl” in school to being accepted by peer groups. Unfortunately, for gifted girls, this acceptance entails playing dumb, hiding their intelligence, and silencing their voices (Brown & Gilligan, 1992; AAUW, 1999). January 2004 Gifted Counseling

Andy Capp January 2004 Gifted Counseling

Lessons Learned Put others above self No knowledge of women’s contribution to history Contribution less valuable Women paid less Women’s sports less attention and less funds “Less value in being female” – boys There are many causes for concern about the “lessons” are learning in and out of school. The cultural model of romantic relationships in which females are indoctrinated places more importance on relationships than personal aspirations. Thus, girls learn that they must place others above themselves. The lack of female representation in textbooks results in children having no knowledge of women’s contributions to history. Thus, the subtle but enormously powerful lesson learned is that women’s contributions to society are of less value that men’s. This message is reinforced by society in general. Women are still paid less than men; women’s sports are given less attention and funding than men’s; media images abound with women in demeaning and inferior positions. Thus, girls (and boys) are constantly sent the message that there is less value in being female. January 2004 Gifted Counseling

Effect on Girls Primary grades – self assured (Rogers & Gilligan 1988) Adolescence – self doubt Increases for gifted girls (Howard-Hamilton & Robinson, 1991) Terman (1925, as cited in Kerr, 1994) noted pre-adolescent gifted girls were confident, well-adjusted, and held high aspirations for their futures. Other researchers have noted that gifted girls in the early primary grades are self-assured (Rogers & Gilligan,1988, as cited in Kerr, 1994) are typically outspoken and opinionated and eager to have their voice heard (Brown & Gilligan,1992). This confidence began to erode, however, as the girls approach adolescence. (Brown & Gilligan, 1992), for example, noted that they gifted girls begin to doubt their opinions and decisions. They also had difficulty expressing themselves and their concern for being heard had diminished This deteriorating sense of self throughout girls’ adolescence and young adult years is cause for great concern. The concern is increased for gifted girls as research documents that they tend to have lower self-esteem than non-gifted girls (Howard-Hamilton & Robinson, 1991; Lea-Wood, S.S., & Clunies-Ross, G. (1995). January 2004 Gifted Counseling

Effect on Girls Failure to achieve in career aspirations? Out of the high percentage of women in college: Undergrads and Grads 17% architects 8 % engineers 27% law school 15% professors One of the possible effects of decreased self-esteem in gifted girls may be failure to achieve in career aspirations. The effect of decreasing self-esteem in gifted girls is evident in Arnold’s (1994) study of Illinois female valedictorians. Although these women attained near perfect academic performance in high school, they began to doubt their abilities in college. Over the years in college many experienced a lowering of intellectual self-esteem and a high attrition rate among these students resulted. This attrition rate for women is disconcerting. Although women make up high percents of undergraduate and graduate students at universities, they comprise only 17 percent of the nations architects, 8 percent of the engineers, 27 percent of law school faculty members, and 15 percent of full professors (Sadker & Sadker, 1994) January 2004 Gifted Counseling

What can be done? Change negative self-perceptions Teach gifted girls to question and speak out Identify strengths and interests Encourage personality characteristics Provide counseling Reis (1998) recommends: Help girls and women to change negative self-perceptions Realize that many women have unconsciously internalized negative feelings about themselves and other women Teach gifted girls and women to question and speak out Identify the strengths and interests of girls and women Understand that women’s ways of leadership may be distinct and different from men’s Discuss issues about work, including the pleasures gained from meaningful work Encourage personality characteristics such as independence, smart risk-taking, and self-confidence Encourage girls to be actively invoved in sports, athletics, and academic competitions Provide counseling forums, discussion groups, and seminars for girls January 2004 Gifted Counseling

What it Feels Like for a Girl Girl can wear jeans and cut their hair short. Wear shirts and boots. Cuz it’s ok to be a boy. But for a boy to look like a girl is degrading. Because you think that being a girl is degrading. But secretly, you’d love to know what it’s like. Wouldn’t you? What if feels like for a girl. January 2004 Gifted Counseling

The End January 2004 Gifted Counseling