Intervention programs for gifted girls

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

“…For gifted girls, significant attention has been devoted over the past 15 years to bolstering interest and achievement in mathematics and science. McCormick and Wolf (1993) reported on three such interventions: Expanding Your Horizons, an annual, 1-day workshop for junior high and high school girls that exposes them to high-achieving women in mathematics-and science-related professions; Multiplying Options Subtracting Biases, created to enervate female adolescents' resistance to enrolling in math and science courses by showing a series of videos; and EQUALS, an in-service training program for teachers designed to attune them to strategies to increase interest in these areas. The directives gleaned from the success of these programs instruct educators to normalize the doubt these gifted young women are experiencing, challenge them to continue enrolling in math and science courses, and overall help them to keep options open to prevent foreclosure.…”

Self‐concept and gifted girls: A cross sectional study of intellectually gifted females in grades 3, 5, 8

“…There is a significant body of research suggesting that many girls who are identified as gifted in elementary school may not become gifted women; a potent combination of sex role stereotyping, low self esteem and a fear of success contribute to diminished aspirations and subsequent achievement (Callahan, 1986;Gaskell & Willinsky, 1995;Hollinger & Fleming, 1992;Hollingworth,1942;Kerr,1994Kerr, ,1985McCormick & Wolf, 1993;Reis,1991;Reis & Callahan,1989;Silverman, 1991Silverman, ,1986Yong & Mclntrye, 1991). Gifted students of both sexes sometimes attempt to avoid stigmatization by behaving as though they were less able; they may alter their interactions with peers and teachers so that they will not be perceived as different and then isolated or stigmatized (Cross, Coleman, Stewart,1993;Gross, 1989).…”

Children's Vocational Development: A Research Rationale

“…The National Science Foundation (NSF) supports, for example, applied and basic research that addresses the gender imbalance in the math and science fields, because a large body of research indicates that relatively few women pursue careers in math and science despite the growing demand for these professions (e.g., Schoon & Parsons, 2002;Wigfield, Battle, Keller, & Eccles, 2002). Interventionists have responded by developing programs that encourage young women to explore and adopt career plans in the science, technology, engineering, and math (STEM) fields during the later high school or postsecondary years (e.g., Denmark, 1999;Giurleo, 1997;McCormick & Wolf, 1993;Shapka & Keating, 2003). This work has achieved mixed success in shaping women's educational plans and choices.…”