Giftedness, traditionally defined by psychometrics as an intelligence quotient significantly higher than average, is a phenomenon whose detection and recognition are often influenced by cultural, social and gender factors. Although the prevalence of giftedness is similar between genders, studies indicate significant underreporting among women, caused by multiple factors that deserve detailed investigation.
- Differences in the Manifestation of Symptoms : The literature suggests that gifted girls often exhibit characteristics such as perfectionism, anxiety and compulsivity, contrasting with the traits of hyperactivity and impulsivity more observed in boys (Kerr, BA, & McKay, R., 2014). These behavioral differences can mask giftedness in girls, making it difficult to identify and direct them to appropriate educational enrichment programs.
- Social and Gender Expectations : Social norms and gender expectations play a crucial role in how gifted girls perceive themselves and choose to express themselves. Conforming to expectations of femininity traditionally associated with passivity and submissiveness can lead gifted girls to hide their intellectual capabilities to align with social norms, a phenomenon widely discussed in developmental psychology (Reis, SM, 1998).
- Lack of Identification with Role Models : The cultural representation of gifted individuals is predominantly male, as evidenced in characters in films and literature. This lack of female role models of giftedness contributes to a phenomenon of disidentification among gifted girls, who may not see their own abilities reflected in available role models (Silverman, LK, 1993).
- Diagnostic Bias : Education and healthcare professionals often have unconscious bias that can influence the assessment of giftedness. Studies show that there is a tendency to underestimate the intellectual potential of girls, with frequent attributions of their behaviors to emotional or relational factors, to the detriment of their cognitive abilities (Jacobs, JE, 2005).
This panorama highlights the need for a review of diagnostic practices and a questioning of the cultural and social norms that permeate the identification of exceptional talents in women. It is imperative that educational systems and healthcare professionals be aware of these discrepancies and actively work to mitigate the effects of gender in giftedness assessments.
References
Jacobs, J. E. (2005). Gender and the stratified curriculum: Our complicity in the sorting machine. In A. Hargreaves (Ed.), Extending educational change: International handbook of educational change. Kluwer Academic Publishers.
Kerr, B. A., & McKay, R. (2014). Smart girls in the 21st century: Understanding talented girls and women. Great Potential Press.
Reis, SM (1998). Work left undone: Choices and compromises of talented females. Creative Learning Press.
Silverman, L. K. (1993). Counseling the gifted and talented. Love Publishing Co.
