Introduction
The construction of stereotypes about scientists and gifted individuals permeates both popular culture and social perception, and is often reinforced by cinema. The literature indicates that these stereotypes can impact the identity of individuals and their academic and professional choices, in addition to changes in the social and emotional flexibility of these groups. The present study investigates the representations of scientists and gifted individuals among students identified as having high abilities, from a qualitative approach based on the analysis of graphic and textual representations.
Methods
The research used a qualitative descriptive-analytical design, with data collection based on participatory research. The study included 23 gifted students, aged between 6 and 17 years, enrolled in public and private schools in Rio de Janeiro and enrolled in a university summer course. The participants were exposed to excerpts from the films October Sky (1999) and The Imitation Game (2014), both of which explore figures of scientists and gifted individuals. Then, each student made two drawings, one representing a scientist and the other a gifted individual, in addition to listing five characteristics associated with each figure. Data analysis included categorization of confidence in cognitive, attitudinal, physical and work dimensions, in addition to the evaluation of graphic representations.
Results
Perceptions about scientists were predominantly associated with cognitive characteristics, such as intelligence and quick thinking, but also included negative aspects, such as social alienation and eccentricity. The stereotype of the scientist as a man in a white coat, involved in chemical activities and lacking social skills, was widely represented. There was also a significant underrepresentation of women.
Regarding gifted individuals, the characteristics were divided between attitudinal and cognitive dimensions, with emphasis on intelligence, creativity and social isolation. Bullying appeared as a common experience reported by participants. Despite the perception of superior abilities, the association between giftedness and social difficulties was evident.
Graphic analyses corroborated the textual findings, revealing that, while scientists were portrayed in a stereotypical and often caricatured way, gifted individuals had more diverse representations, including some autobiographical elements.
Discussion
The findings reinforce the presence of stereotypes of scientists and gifted students among gifted students themselves, reflecting widespread cultural narratives. The tendency to associate scientists with social alienation may encourage young people to identify with scientific careers. Likewise, the perception of gifted students as socially isolated may contribute to emotional challenges and accessibility difficulties.
The presence of female underrepresentation suggests that, even in an academic and research environment, the figure of the scientist continues to be predominantly male, which may affect the inclusion of girls in scientific careers.
Conclusions
The results highlight the need for educational strategies that promote more realistic and inclusive representations of scientists and gifted individuals, minimizing specific stereotypes. Pedagogical interventions, such as exposure to more diverse scientific models and discussions about giftedness and social identity, can help to change these perceptions and promote flexibility and engagement in these groups.
Keywords: Giftedness; High Abilities; Stereotype; Scientist; Cinema.
Reference:
MARTINS, Felipe Rodrigues; CARDOSO, Fernanda Serpa; MEIRELLES, Rosane Moreira Silva de. Impressions on the scientist and the gifted by gifted students . Journal of Sciences & Ideas , v. 15, p. e24152431, Jan./Dec. 2024. Available at: https://doi.org /10.22407/2176-1477/2024 .v15.2431 .
