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Dai, David Yun – Journal for the Education of the Gifted, 2002
This article reviews the research suggesting gifted girls are motivationally disadvantaged as well as research on the task, social, and motivational conditions that may explain these differences. A feminist critique of the gender differences research suggests some research strategies that can address and redress some of the problems in research…
Descriptors: Criticism, Elementary Secondary Education, Females, Feminism
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Olszewski-Kubilius, Paula; Turner, Dana – Journal for the Education of the Gifted, 2002
A study examined gender differences for 5,544 gifted students (grades 4-5). On an off-level achievement test, males outperformed females in mathematics beginning in grade 3. Both groups had a preference for mathematics over other subjects. Students' perceptions of academic strengths corresponded to their performance on the off-level test.…
Descriptors: Academic Achievement, Elementary Education, Gifted, Mathematical Aptitude
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Reis, Sally M.; Park, Sunghee – Journal for the Education of the Gifted, 2001
This study used data from the National Education Longitudinal Study to examine gender differences between high-achieving students in math and science with respect to their achievement, self-concept, locus of control, number of math and science courses taken, and the people who influenced their decisions to enroll in advanced courses in high…
Descriptors: Academically Gifted, Advanced Courses, High Achievement, Locus of Control
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Swiatek, Mary Ann; Lupkowski-Shoplik, Ann – Journal for the Education of the Gifted, 2000
This study examined gender differences in attitudes toward academic subjects in 2,089 gifted students in grades 3 through 6. Observed gender differences were consistent with those found in research with older students. Grade level differences suggest that attitudes toward several academic areas become more negative with age. Attitudes were not…
Descriptors: Academic Ability, Academic Education, Age Differences, Elementary Education
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Confessore, Gary J.; Confessore, Sharon Johnson – Journal for the Education of the Gifted, 1981
Comparison of scores on the Attitude Toward Physical Activity Scale of 27 talented and 81 normal adolescents revealed significant attitude differences of talented and normal males on every scale except the social experience scale. Females in the two groups displayed no significantly different attitudes. (CL)
Descriptors: Adolescents, High Schools, Physical Activities, Sex Differences
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Higham, Sharon J.; Navarre, Jane – Journal for the Education of the Gifted, 1984
Based on the literature reviewed, the authors present recommendations for parents and educators of gifted adolescent females. It is argued that differential treatment will produce more equitable education and the requisite skills to achieve success in both traditional and nontraditional careers. (Author)
Descriptors: Adolescents, Educational Philosophy, Females, Gifted
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House, Peggy A. – Journal for the Education of the Gifted, 1979
Twenty-four teachers of the gifted enrolled in a master's program in gifted education responded to instruments designed to elicit their attitudes toward gifted children. Prior to the program their perceptions of "the typical gifted child" and "the most gifted individual whom I have taught" were highly similar. (Author)
Descriptors: Age Differences, Attitude Change, Elementary Secondary Education, Exceptional Child Research
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McLaughlin, Susan C.; Saccuzzo, Dennis P. – Journal for the Education of the Gifted, 1997
Ethnically diverse fifth through seventh grade children (N=805) were evaluated for intellectual ability, locus of control, and the presence of vulnerability factors. Overall, higher internal locus of control was associated with female Caucasians not at risk. Results suggest that for intellectually bright non-Caucasians vulnerability is associated…
Descriptors: Academically Gifted, Disadvantaged Youth, Ethnic Groups, High Risk Students
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Williams, Janice E. – Journal for the Education of the Gifted, 1998
Self-concept to performance congruence among academically able adolescents (54 females, 49 males) in both math and English was explored. Although analyses revealed similar congruence patterns for females and males in both subject areas, the overall majority of these able learners fell outside the congruent range. (Author/CR)
Descriptors: Academic Achievement, Adolescents, English, Gifted
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Plucker, Jonathan A. – Journal for the Education of the Gifted, 1998
The Adolescent Coping Scale was administered to 749 gifted students attending two different summer enrichment programs. Results indicate little evidence of gender or grade differences but found racial differences on the Seek Spiritual Support scale (African and Hispanic students had the highest scores), the Self-Blame scale, and the Worry scale.…
Descriptors: Adolescents, Anxiety, Black Youth, Coping
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Li, Anita K. F.; Adamson, Georgina – Journal for the Education of the Gifted, 1995
This study, involving 169 intellectually gifted secondary students, found that gifted girls, more than gifted boys, attributed both success and failure in mathematics, science, and English to effort and strategy. Gifted girls also tended to report greater confidence and interest in English. No gender differences were found in terms of maladaptive…
Descriptors: Academically Gifted, Attribution Theory, Language Arts, Mathematics
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Meador, Karen S. – Journal for the Education of the Gifted, 1992
This discussion of creativity in preschoolers and its assessment examines: D. Shmukler's creative elements model; the importance of play in early childhood and its relation to creativity; individual differences including gender, play disposition, and language facility; creativity training; suggestions for the development of creativity; and…
Descriptors: Ability Identification, Creative Development, Creativity, Individual Characteristics
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McClelland, Robert; And Others – Journal for the Education of the Gifted, 1991
This study, with 87 underachieving and 77 achieving gifted students in grades 6-9, found that general locus of control measures did not differentiate between the 2 groups, that both scored significantly higher on positive internal than on negative internal locus of control, and that there were no gender or grade effects. (Author/DB)
Descriptors: Age Differences, Attribution Theory, Gifted, High Achievement
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Callahan, Carolyn M. – Journal for the Education of the Gifted, 1991
This paper discusses selected issues and literature concerning gifted female students, examining achievement and aptitude, career choice, self-perceptions of ability, course taking, parental influences, the glamorization of sex differences, stereotyping, effects of classroom groupings and teaching strategies, and effects of single-sex schools and…
Descriptors: Academic Achievement, Academic Aptitude, Career Choice, Elementary Secondary Education
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Ford, Donna Y. – Journal for the Education of the Gifted, 1993
Interviews with 148 African-American fifth- and sixth-grade students (in either gifted, above average, or average academic programs) found that gifted students, regardless of gender, were most supportive of the U.S. achievement ideology, and average students were least supportive. Discrepancies between beliefs about hard work and success and…
Descriptors: Academic Achievement, Attribution Theory, Beliefs, Black Students
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