A study examined gender differences for 5,544 gifted students (grades 4-5). On an off-level achievement test, males outperformed females in mathematics beginning in grade 3. Both groups had a preference for mathematics over other subjects. Students' perceptions of academic strengths corresponded to their performance on the off-level test.…

This article reviews the research suggesting gifted girls are motivationally disadvantaged as well as research on the task, social, and motivational conditions that may explain these differences. A feminist critique of the gender differences research suggests some research strategies that can address and redress some of the problems in research…

This study used data from the National Education Longitudinal Study to examine gender differences between high-achieving students in math and science with respect to their achievement, self-concept, locus of control, number of math and science courses taken, and the people who influenced their decisions to enroll in advanced courses in high…

This study examined gender differences in attitudes toward academic subjects in 2,089 gifted students in grades 3 through 6. Observed gender differences were consistent with those found in research with older students. Grade level differences suggest that attitudes toward several academic areas become more negative with age. Attitudes were not…

Self-concept to performance congruence among academically able adolescents (54 females, 49 males) in both math and English was explored. Although analyses revealed similar congruence patterns for females and males in both subject areas, the overall majority of these able learners fell outside the congruent range. (Author/CR)

The Adolescent Coping Scale was administered to 749 gifted students attending two different summer enrichment programs. Results indicate little evidence of gender or grade differences but found racial differences on the Seek Spiritual Support scale (African and Hispanic students had the highest scores), the Self-Blame scale, and the Worry scale.…

Ethnically diverse fifth through seventh grade children (N=805) were evaluated for intellectual ability, locus of control, and the presence of vulnerability factors. Overall, higher internal locus of control was associated with female Caucasians not at risk. Results suggest that for intellectually bright non-Caucasians vulnerability is associated…

Twenty-four teachers of the gifted enrolled in a master's program in gifted education responded to instruments designed to elicit their attitudes toward gifted children. Prior to the program their perceptions of "the typical gifted child" and "the most gifted individual whom I have taught" were highly similar. (Author)

Drs. Camilla Parson Benbow and Julian C. Stanley of the Johns Hopkins University Study of Mathematically Precocious Youth discuss the question of whether there are sex differences in mathematical reasoning ability. (DB)

Based on the literature reviewed, the authors present recommendations for parents and educators of gifted adolescent females. It is argued that differential treatment will produce more equitable education and the requisite skills to achieve success in both traditional and nontraditional careers. (Author)

Gifted (N=19) and average-functioning (N=19) hearing impaired adolescents were examined for ability to perceive that still water remains horizontal regardless of degree to which the container is tilted. Gifted Ss performed better on this task than average functioning Ss and the straight-sided containers induced more errors than containers with…

Questionnaires and interviews completed by 60 gifted adolescents indicated that both sexes were highly sensitive to societal pressures. Females accepted their body image, social image, and inner emotions better than the males who perceived themselves as having poorer peer relationships and less leadership potential. Case studies illustrate…

Questionnaires completed by 146 Westinghouse Science Talent Search winners identified curiosity as their primary research impetus. Females reported more concern with social impacts of scientific research, less variability in self-image as scientists, and a greater tendency to credit hard work and dedication (versus intelligence/creativity) for…

A survey of 612 extremely gifted adolescents attending the Talent Identification Program identified three groups: (1) academically oriented; (2) socially oriented; and (3) highly motivated-gregarious. The tendency among gifted females to be more social and gregarious and better balanced between social and achievement interests than males warrants…

Analysis of changes in self-concepts of adolescent gifted students (N=456) participating in intensive summer programs suggested that programs influence different dimensions of self-concept. Students showed a decline in academic self-competence and social acceptance while physical and athletic competence became more positive. Male and female…