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Gendered practices in the education of gifted girls and boys
Author(s) -
Kerr Barbara A.,
Vuyk M. Alexandra,
Rea Chistopher
Publication year - 2012
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.21627
Subject(s) - psychology , denial , gifted education , developmental psychology , meaning (existential) , pedagogy , psychotherapist , psychoanalysis
Abstract Gifted girls and gifted boys are more alike than they are different, although researchers remain fascinated with sex differences. Small differences between gifted boys and girls in achievements, interests, careers, and relationships can become exaggerated through gendered educational practices. Kindergarten “red‐shirting'' of boys and the denial of early admission to girls can cause gifted children to be out of step throughout their academic careers. When gifted children are not actively encouraged to participate in talent searches and after‐school and summer programs, whether because of overprotection of girls or the insistence on athletic activities at the expense of academic activities for boys, they lose the opportunity for challenge, friendships, and community. When boys are not supported in their interests in creative careers and girls are not supported in their interests in science, technology, engineering, and mathematics careers, they may enter occupations that will not offer them the sense of purpose and meaning they might have otherwise had. It is in the area of gender relations, however, that long‐term consequences of gendered practices are most apparent for gifted individuals because both gifted boys and girls need to plan for balancing family and career. © 2012 Wiley Periodicals, Inc.