Supporting Giftedness in Girls in the Classroom.Report as inadecuate




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This paper examines classroom dynamics that can lead to adolescent girls doubting their ability, creativity, and importance. Before children even start attending school, girls have learned verbal and physical self-restraint, thus requiring teachers to give more attention to boys who are more difficult to control. At school, intelligence is associated with the personality characteristics of independence, self-confidence, and adventuresome interests, and boys are more free than girls to publicly manifest these characteristics. Girls learn to present themselves as modest, self-deprecating, passive, and obedient while boys learn to be self-assertive and self-promoting. Children's understandings of themselves get constructed through significant adults' (e.g., teachers') understandings of them. There are many things teachers can do to support the development of girls' gifts in the classroom. Strategies include: offer assignments that invite more self-expression; research students' related interests before beginning a unit on a particular topic; challenge myths about gender; facilitate class dialogue about girls and boys being able to be friends; and have students work in mixed-sex groups. (JDD)

Descriptors: Classroom Environment, Classroom Techniques, Elementary Secondary Education, Females, Foreign Countries, Gifted, Personality Traits, Self Concept, Sex Bias, Sex Stereotypes, Student Development, Talent Development, Teacher Role











Author: Ellis, Julia

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12030&id=ED371555



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