The Unwanted Gifted and Talented: A Sociobiological Perspective of the Societal Functions of Giftedness

Persson, Roland S.

doi:10.1007/978-1-4020-6162-2_46

Cited by 18 publications

(10 citation statements)

References 16 publications

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“…In gifted children displaying asynchronous development (advanced cognitive development while socioemotional development status is average), socioemotional development might be perceived by others as deficient due to a contrast effect (Baudson & Preckel, 2016). The negative stereotypes might also emerge and be relatively stable because believing in them might come with some advantages for most people: In societies in which cognitive ability is a highly valued characteristic, individuals with outstanding cognitive abilities might pose a threat to both the social statuses and the self-esteems of those who are less able (e.g., Persson, 2009). For the latter, it might be self-protective (and be perceived by them as only “fair”) if highly able persons would at least have problems in other areas to compensate for this perceived injustice (Baudson, 2016; Baudson & Preckel, 2016; Gallagher, 1990; Lerner, 1980).…”

Section: Discussionmentioning

confidence: 99%

Do Mass Media Shape Stereotypes About Intellectually Gifted Individuals? Two Experiments on Stigmatization Effects From Biased Newspaper Reports

Bergold

Hastall

Steinmayr

2020

Gifted Child Quarterly

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Negative stereotypes about intellectually gifted individuals prevail among teachers and in society although empirical research has debunked them. They are also dominant in mass media representations of gifted individuals such as newspaper reports. The present study investigated whether stereotypic representations in newspaper articles contribute to the stigmatization of gifted individuals and whether nonstereotypic, evidence-based representations might help destigmatize gifted individuals. Two randomized controlled studies with N = 431 and N = 432 university students, respectively, were conducted. In both experiments, the stereotypic representation caused more negative attitudes toward gifted individuals ( d = 0.86/0.81), whereas the evidence-based representation caused more positive attitudes ( d = −0.54/−0.58), compared with a control group. Quality of previous relationships with gifted persons moderated both effects to some extent; however, both effects were quite robust against potential moderators. Results indicate that the media should be aware of their influence on recipients’ attitudes. Giftedness researchers should more actively join in the public debate to counteract stigmatization of intellectually gifted individuals.

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Section: Discussionmentioning

confidence: 99%

Do Mass Media Shape Stereotypes About Intellectually Gifted Individuals? Two Experiments on Stigmatization Effects From Biased Newspaper Reports

Bergold

Hastall

Steinmayr

2020

Gifted Child Quarterly

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“…One student finished too quickly, but was made to erase all the answers just to finish together with the rest of the class, a completely unreasonable measure for a teacher to take. This behavior, on the other hand, may be understood on sociobiological grounds as a simple threat not so much to the order in a classroom, but a threat to the teacher's self-esteem and position of authority (Persson, 2008).…”

Section: Discussionmentioning

confidence: 99%

Experiences of Intellectually Gifted Students in an Egalitarian and Inclusive Educational System: A Survey Study

Persson

2010

Journal for the Education of the Gifted

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“…The 'law' is especially strong with regard to intellectual achievements. In a seeming contradiction, there is no problem with the acceptance of exceptional achievements in sports or the arts [33], however offering provisions for the academically gifted in the education system has been a no-go area for many years. Persson proposes a political explanation for this situation in his native Sweden.…”

Section: Scandinavian Approaches To Talent Development and Excellencementioning

confidence: 99%

Slow Shift—Developing Provisions for Talented Students in Scandinavian Higher Education

Wolfensberger

Hogenstijn

2016

Education Sciences

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For decades, Scandinavian culture effectively prohibited the development of special provisions for talented students in higher education. However, in recent years, a cultural shift has gradually made more room for excellence and talent development in the national discourses. This paper analyzes the climate for talent development in Denmark, Sweden, and Norway. Following a first inventory of honors programs in Scandinavian higher education in which the only programs were found in Denmark, 10 experts were interviewed to analyze their national situation and reflect on the leading role of Denmark. In this country, external incentives, focus on quality, pioneers, and an open atmosphere were found to produce a culture more appreciative of excellence over the last decade. Starting from the Danish experience, the situation in Norway and Sweden is analyzed, showing that the combination of factors leading to change in Denmark is not yet present here. Lessons for other countries are highlighted, notably the importance of sharing information and exchanging knowledge at an international level.

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The Unwanted Gifted and Talented: A Sociobiological Perspective of the Societal Functions of Giftedness

Cited by 18 publications

References 16 publications

Do Mass Media Shape Stereotypes About Intellectually Gifted Individuals? Two Experiments on Stigmatization Effects From Biased Newspaper Reports

Do Mass Media Shape Stereotypes About Intellectually Gifted Individuals? Two Experiments on Stigmatization Effects From Biased Newspaper Reports

Experiences of Intellectually Gifted Students in an Egalitarian and Inclusive Educational System: A Survey Study

Slow Shift—Developing Provisions for Talented Students in Scandinavian Higher Education

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