During the last few decades, an increasing number of psychologists have become interested in gifted and talented students, and the reasons they underachieve or excel in school and, subsequently, in life. While some research has focused on this population, comparatively little has been conducted on the ways that psychologists can help male and female gifted students to achieve well both in and out of school, and find challenging work, as well as contentment in their personal lives. In this chapter, research from the last few decades concerning giftedness and gender is summarized, with special attention paid to how psychologists can help intervene for positive outcomes for both girls and boys. When we refer to academically gifted and talented students, we include those who have been identified as academically gifted and talented, high achieving, or very creative. In this chapter, current research is summarized relating to gender differences in ability, achievement, belief in self, social and emotional factors, socialization factors including teacher and parent influences, and barriers to the development of giftedness in males and females. The chapter concludes with some suggested strategies for talent development in both gifted boys and girls, and the psychoeducational and clinical implications of the interaction between gender and giftedness.
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Reis, S.M., Hébert, T.P. (2008). Gender and Giftedness. In: Pfeiffer, S.I. (eds) Handbook of Giftedness in Children. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-74401-8_14
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