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Discusses the issue of intelligent boys and the troubles they face. The first section of the book explores the relationship of special intellectual ability to role of males in our society. In the next section the authors discuss issues that are unique to gifted boys. The following section describes the impact of giftedness on boys' academic and social adjustment. The last section of this book describes issues in parenting, teaching, mentoring, and guiding gifted boys and men. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: introduction)
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In the theory of positive disintegration (TPD), Dabrowski (1967) describes manifestations of inner energy that serve a developmental purpose and might be more frequently found in gifted individuals, called overexcitabilities (OEs). Most studies present OEs outside of the context of the original theory (Mendaglio, 2012). Atheoretically conceptualized, OEs seem to define the personality trait of openness to experience as each OE can be matched with a specific facet of openness. Descriptions of each facet of openness and its matching OE are very alike. In this paper I argue that they are conceptually equivalent and that current research on openness and OE supports this. The study examined the similarity of OEs to corresponding openness to experience facets via competing models in multigroup confirmatory factor analysis, given their conceptual similarity. O2: Aesthetics and sensual OE, and O5: Ideas and intellectual OE were represented by a single underlying latent construct. High correlations emerged among O1: Fantasy and imaginational OE, O2: Aesthetics and sensual OE, O3: Feelings and emotional OE, and O5: Ideas and intellectual OE; O4: Actions and psychomotor OE had a small positive correlation; and O6: Values had a small negative correlation to emotional OE. Openness to experience seems to encompass OEs; thus, giftedness researchers and practitioners should align with well-researched psychological theories such as the five-factor model of personality (Costa & McCrae, 1992; Goldberg. 1999) and begin to talk about openness rather than OEs. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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This reprinted article originally appeared in Gifted Child Quarterly, 37(4), 155-160. (The following abstract of the original article appeared in record 1994-19557-001.) Compared a national sample of gifted underachievers and gifted high achievers on a number of characteristics. Giftedness was measured as a composite score at or above the 95th percentile on the ACT. Underachievement was defined as reporting a high school GPA of <=2.25 (on a 4.00 scale), and high achievement was defined as reporting a GPA of >=3.75 (on a 4.00 scale). Ss were 30,604 high school juniors and seniors: 257 gifted underachievers and 30,347 gifted high achievers. The underachievers generally had lower scores on the ACT and less extensive out-of-class accomplishments. Over 90% of the underachievers were Caucasian males. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: chapter)
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In this chapter, we try to note wherever presence or absence of privilege may mediate or moderate the results of investigations. What follows is an attempt to highlight all the research at the intersection of giftedness and gender—with attention to other intersectionalities that may make it more or less likely that a gifted girl will achieve eminence in her field. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Trait complexes of cognitive ability, personality, and privilege can be used to conceptualize potential future roles of gifted adolescent students. The Counseling Laboratory for the Exploration of Optimal States (CLEOS) uses ACT scores; Big Five personality factors; and intersectional measures of gender, ethnicity, and socioeconomic status used to assess distance from privilege. Combinations of these characteristics can be organized into a “Beehive,” in which professional workers (Worker Bees), nurturing and healing professions (Honeybees), business and political leaders (Strivers), scholars (Foragers), innovators (Drones), and visionaries (Queens) are represented. Combinations of ability and personality suggest the domain of work that may be appropriate and the training needed, while the addition of intersectional privilege suggests the social, cultural, and financial capital that are necessary for the attainment of the highest status within each domain. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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"Global Professionalism and Perceptions of Teachers of the Gifted" / Alexinia Y. Baldwin, Vialle Wilma and Catherine Clarke "Families: The Essential Context for Gifts and Talents" / Joan Freeman "Identifying and Educating Poor and Under-represented Gifted Students" / James H. Borland and Lisa Wright "Counseling Gifted Students" / Nicholas Colangelo and Susan G. Assouline "Underachievement in Gifted Children and Adolescents: Theory and Practice" / Willy A. M. Peters, Helga Grager-Loidl and Patricia Supplee "Attention-deficit/hyperactivity Disorder in Gifted Students" / Felice A. Kaufmann and F. Xavier Castellanos "Gender Differences in Engineering and Physical Sciences Among the gifted: An Inorganic-Organic distinction / David Lubinski, Camilla P. Benbow and Martha J. Morelock "Guiding Gifted Girls and Young Women / Barbara Kerr "Inclusive Education for Gifted Students with Disabilities" / Carolyn Yewchuk and Judy Lupart (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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