1. LaToya Brumfield Whitney Johnson Angie Matheny Holly McKinnon
Gifted Boys and Girls
LaToya Brumfield
Whitney Johnson
Angie Matheny
Holly McKinnon

2. What are the differences in gifted boys and girls?

3. Name when, how, and by whom gifted boys and girls are identified.
Through researching the articles, we discovered reoccurring themes regarding gender differences. They include: identification, performance, and self/social concept.
Name when, how, and by whom gifted boys and girls are identified.

4. Identification Boys Girls
Higher percentage identified as gifted in middle school
Classroom teachers identify males more frequently as a result of their interaction between verbal and non-verbal ways
Girls
Higher percentage identified as gifted in elementary school
Teachers tend to tell female students the answer to questions, while males are encouraged to discover answers

5. Identification Continued
Boys
Parents more frequently buy mathematical and science games or toys
Identified as behavior problems rather than gifted when they express their creativity in the classroom
Girls
Parents downplay the importance of math and science
Misbehavior in class show ingenuity and reveals leadership abilities

6. Performance Boys Girls
Develops right hemisphere later, but as they get older it becomes dominate
Strengths are math, science, and social studies
Girls
Develops right hemisphere more quickly (spatial, nonverbal, verbal)
Language arts is a strength

7. Performance Continued
Students who have same gender instructors have higher achievement, performance, increased engagement, and teacher perceptions
Boys are asked more high level, abstract, and open ended questions
Questions are phrased as closed, simple, and concrete
Both
BOYS
GIRLS

8. Self-Concept Boys Girls Report higher self-concept than females
Possess greater sensitivity, higher creativity, but are viewed as less masculine.
Girls
Lower aspirations and expectations than boys
Heightened emotional sensitivity

9. Acceptance
Explain which gender is more socially accepted as being gifted and why?

10. Social Perception Boys Girls Viewed as more passive and nurturing
Viewed as action oriented problem solvers by society
Viewed as having more “innate” ability, while females have to work harder.
Girls
Viewed as more passive and nurturing
Less is expected from females by teachers in regards to achievement particularly in math and science

11. Social Perception Continued
Girls
Uses physical attractiveness to compensate for their giftedness as a way to be socially accepted
Girls “play dumb” due to the negative messages sent by society about how girls should act, dress, and speak
Boys
Athletic ability makes intelligence acceptable, while a non-athletic gifted males is “doomed” to social rejection
Receive more attention throughout their education

12. Recommendations Girls Early identification Early school entrance
Providing special programs to challenge/stimulate
Encourage selection of higher level math and science courses
Multiple measures of ability and achievement
Interaction with other gifted girls

13. Recommendations
Boys
Bring more creativity and variety to reading and writing curriculum
Use more technology
Provide for a greater amount of physical activity in lessons
Use less lecture and more spatial and visual lessons
Include books high on action

14. Recommendations Video

15. Turn and share!
Based on the data provided as well as your previous experience, develop an additional recommendation for successfully educating gifted boys and girls.

16. References