An annotated bibliography of non‐fictional books and curricular materials to encourage gifted females

Reis, Sally M.; Dobyns, Sally

doi:10.1080/02783199109553336

Cited by 11 publications

(7 citation statements)

References 16 publications

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“…For women in particular, decision making becomes difficult, and it is not unusual for women to have a wide range of personality characteristics (Reis, 2002), which may make it even harder for them to understand themselves. Because women represent approximately half of the gifted population and seem to attend to advice from counselors more than men do (Reis & Dobyns, 1991), it is imperative that counselors and educators develop ways to meet the needs of this ironically at-risk group.…”

Section: Population Characteristicsmentioning

confidence: 99%

Career Counseling Is Personal Counseling: A Constructivist Approach to Nurturing the Development of Gifted Female Adolescents

Maxwell

2007

The Career Development Quart

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Gifted individuals face many concerns when contemplating their futures. Often hindered by career indecision; perfectionism; and multiple personal, familial, and societal pressures, some gifted young people flounder when they have the ability to flourish. Many counselors and educators trust that a wealth of talents will propel these adolescents to automatic life success, and the unique needs of this population can go unmet. This article considers the complexity of challenges facing gifted young women, presents current and potential interventions, and encourages integrating developmental and constructivist theories with objectivist techniques. Implications for practitioners and future research suggestions are highlighted.

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Section: Population Characteristicsmentioning

confidence: 99%

Career Counseling Is Personal Counseling: A Constructivist Approach to Nurturing the Development of Gifted Female Adolescents

Maxwell

2007

The Career Development Quart

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“…Addressing the emo-tional needs of gifted female teenagers is critical (Buescher, 1985;Halsted, 1994); therefore, using appropriate biographical materials may serve as a significant catalyst in helping gifted young women through their adolescent struggles. Collections of materials for such an approach have also been highlighted by Kerr (1994) and Reis and Dobyns (1991), and biographical materials for gifted minority females have been highlighted by Ford and Harris (1999). Collections of materials for such an approach have also been highlighted by Kerr (1994) and Reis and Dobyns (1991), and biographical materials for gifted minority females have been highlighted by Ford and Harris (1999).…”

Section: Why Is Bibliotherapy Appropriate For Gifted Young Women?mentioning

confidence: 99%

Using Biography to Counsel Gifted Young Women

Hébert¹,

Long²,

Neumeister³

2000

Journal of Secondary Gifted Education

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Gifted young women face a variety of important social and emotional issues throughout adolescence and passage into adulthood.This article presents a number of issues through four themes: gender role expectations, relationship-oriented problems, achievement and underachievement concerns, and the need for resilience in women's lives. The authors propose guided reading of biographies as a counseling strategy through which middle and high school educators may assist gifted females in gaining helpful insights to deal with the problems they face. The article also provides available biographies of gifted females, as well as various ways secondary teachers and counselors might use such an approach to counsel gifted young women.. . . thinking that I had been given a second chance in life, I threw myself into books. I read books about troubled women, Helen Keller and Anne Frank. I read about Eleanor Roosevelt.What a difference it makes in your world to go into some other life. It's what I love most. I'm reading always to leave myself, always to leave myself behind. That's what reading is. You get to leave. Bethany "Ican't believe you're really going to follow through on this one. You must be out of your mind! How many girls in our senior class are seriously going to enjoy AP physics?" It was only the second day of fall semester, and already Bethany found herself needing patience with Jennifer. Bethany listened to her best friend carry on as they dug through their lockers in search of their textbooks for sixth period class. While Jennifer was pleased to be taking psychology, Bethany looked forward to a year of studying physics with Mrs. Harris, the science teacher with the most rigorous standards and the highest expectations for young women at Carver High School. Jennifer carried on, "I just don't get it. Why waste your time?The guys in that class will have just stepped off the bus from Geek City! You won't find any cute guys there."Bethany smiled sheepishly, knowing that her best friend meant well. Jennifer's view of the world was quite different from hers, but she was still her best friend and had been since third grade. Growing up in the same neighborhood, Bethany transformed from neighborhood tomboy to the leading longdistance runner on the Carver High women's track team, while Jennifer had put aside her ballet slippers to become president of the pep club and captain of the cheerleading squad.As they walked away from their lockers, Jennifer reminded Beth to meet her after class. Beth did enjoy accompanying Jennifer on their mall excursions. As she walked down the corridor to AP physics, she remembered the appointment she'd arranged to see her guidance counselor at 3:00. She had been excited to hear from her counselor that several engineering programs were offering scholarships to young women with her range of SAT scores, and she wanted to find more information about these programs. She realized her career plans were important, and she knew that she should see her counselor, but she was torn. Jennifer's comments about th...

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“…This problem also exists in similar ways for students who are members of cultures that are Classroom methods are not represented in the curriculum. One way to address this encouraging and responsive imbalance is tb look at the conto male students while tent of the curriculum, particularly what students read in their classes (Reis & Dobyns, 1991;Kolloff, 1996). erature classes provides evidence that students encounter works primarily about males, by male authors.…”

Section: Curriculum As Window and Mirrormentioning

confidence: 99%

“…Other methods include motivational strategies* attention to teaching processes, classroom structure, and climate. Research reported by AAUW (1991,1992), Reis and Callahan (1989), and Sadker and Sadker (1994), documents a number of differences in the classroom experiences of female and male students in terms of teacher attention, teacher questions and questioning techniques, teacher expectations, grouping practices, and opportunities for hands-on learning. In each of these areas, according to the research, male students benefit while female students are at a disadvantage.…”

Section: Classroom Structurementioning

confidence: 99%

“…The popular television program, DatelineNBC, devoted two segments to factors that affect the ways females experience school differently from males. Further attention has been given to the particular needs and experiences ofgifted girls (Kerr, 1985(Kerr, ,1994Reis & Callahan, 1989;Silverman, 1986Silverman, ,1993. Much of what has been written and spoken relates to the education of girls in mathematics and science.…”

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Gifted Girls and the Humanities

Kolloff¹

1996

Journal of Secondary Gifted Education

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In recentyears, attention has been drawn to differences between the school experiences offemales and those of males. Although particular focus has been on conditions that contribute to attrition and underachievement of females in science and mUthematiCS, similar conditions may exist in humanities classes. Specifically, students in English and history/social studies classes frequently encounter materials that are dispruportionately by and about males and an overall classroom environment that is more supportive of males. All students need a curriculum that reflects the contributions of talented female authors, strong, active female characters, social activists, political and historicalfigures. Additionally, changes in the types of assignments, classroom organization, and teacher behaviors are necessary to address the needs of gifted girls in these courses by more adequately supporting their learning styles, preferences, and strengths. This article suggests appropriate modifications of humanities curricula to address these needs.

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An annotated bibliography of non‐fictional books and curricular materials to encourage gifted females

Cited by 11 publications

References 16 publications

Career Counseling Is Personal Counseling: A Constructivist Approach to Nurturing the Development of Gifted Female Adolescents

Career Counseling Is Personal Counseling: A Constructivist Approach to Nurturing the Development of Gifted Female Adolescents

Using Biography to Counsel Gifted Young Women

Gifted Girls and the Humanities

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