Stereotypes of Giftedness in Current and Future Educators

Abstract

This article is a mixed-methods exploration of the levels of stereotypic views about gifted individuals held by current and future educators. Because educators are often asked to provide recommendations for participation in gifted programs, it is important to determine whether those recommendations are based, in part, on stereotypic thinking. Stereotypic views held by educators could bias the selection of participants for gifted programs, preventing students from receiving appropriate gifted educational services. Participants were volunteer undergraduate (n = 91) and graduate (n = 20) education majors. Qualitative and quantitative data analyses were conducted to determine both the levels of stereotypic thinking within each group as well as differences in levels of stereotypic thinking between groups. Results suggest both preservice and in-service teachers hold stereotypical thoughts about the gifted in multiple areas.

Working toward equitable gifted programming: The school psychologist's role

“…Because teacher nomination is the most widely required criteria for formal consideration (NAGC, 2015), the gatekeepers of gifted programming often have limited to no knowledge of gifted education—confounding the nomination process with bias and a reliance on ill‐formed and stereotypic beliefs of giftedness (Bain, Bliss, Choate, & Brown, 2007; Berman, Schultz, & Weber, 2012; Carman, 2011; Siegle, Moore, Mann, & Wilson, 2010; Speirs Neumeister, Adams, Pierce, Cassady, & Dixon, 2007). These stereotypic beliefs regarding giftedness are shaped by traditional conceptions of gifted individuals as male (Bianco, Harris, Garrison‐Wade, & Leech, 2009; Carman, 2011), White or Asian (Carman, 2011; Ford et al, 2008), as displaying academic characteristics valued by the dominant Eurocentric culture which rewards behaviors like leadership (Siegle et al, 2010) and the intrinsic motivation to learn (Speirs Neumeister et al, 2007), and the false notion that gifted students are a homogenous group with the ability to thrive in the absence of targeted academic interventions (Reis & Renzulli, 2009). Despite significant research exploring the problems inherent in this process, nomination remains the most common method of referring students for formal identification nationwide (NAGC, 2015).…”

“…Speirs Neumeister et al (2007) found that potential characteristics of giftedness suggested to be more prevalent in certain minority groups (e.g., “oral tradition, movement and verve, communalism” in African‐American students) are less likely to be associated with giftedness by educators (p. 486). Unfortunately, preconceived ideas about giftedness shape what educators expect to see in the classroom (Berman et al, 2012; Carman, 2011). Research suggests that race and ethnicity inform the expectations of preservice and in‐service teachers who lack gifted‐specific training (Carman, 2011).…”

“…Unfortunately, preconceived ideas about giftedness shape what educators expect to see in the classroom (Berman et al, 2012; Carman, 2011). Research suggests that race and ethnicity inform the expectations of preservice and in‐service teachers who lack gifted‐specific training (Carman, 2011). The disproportionate nomination of White students for gifted identification (Harris et al, 2009; McBee, 2006; Plucker & Peters, 2018; Siegle et al, 2015) mirrors preservice teachers’ stereotypic expectations of giftedness (Carman, 2011).…”

“…The disproportionate nomination of White students for gifted identification (Harris et al, 2009; McBee, 2006; Plucker & Peters, 2018; Siegle et al, 2015) mirrors preservice teachers’ stereotypic expectations of giftedness (Carman, 2011). Several studies exploring preservice teachers’ preconceptions of gifted students indicate that stereotypic thinking and misinformation largely informs beliefs and expectations (Bain et al, 2007; Berman et al, 2012; Carman, 2011, Siegle et al, 2010; Speirs Neumeister et al, 2007). Carman's (2011) study exploring gifted stereotypes among preservice and current teachers required participants to imagine and describe a gifted person; over 85% of the sample imagined a White person.…”

Μια Συγχρονη Θεωρηση Της Χαρισματικοτητας: Πολιτικες Για Την Εκπαιδευση Χαρισματικων Στην Αυστραλια Και Στη Νεα Ζηλανδια

“…Ένα τμήμα του μαθητικού πληθυσμού που λαμβάνει εκπαίδευση αλλά συνήθως δεν είναι ανάλογη των ικανοτήτων του, είναι οι χαρισματικοί. Στο παρελθόν κυρίως αλλά και σήμερα, τα χαρισματικά άτομα λόγω των δεξιοτήτων τους έρχονται αντιμέτωπα με προκαταλήψεις και στερεότυπα που είναι βαθιά ριζωμένα στις συνειδήσεις των κοινωνιών (Carman, 2011. Matthews, Ritchotte, & Jolly, 2014 .…”