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Reviews the literature on the achievement of gifted females. Factors that contribute to lower achievement in career and profession include lower aspirations, lack of mentors, pressure to put energy into family, and poor self-esteem. Recommendations for further research include longitudinal studies on socialization and psychological development of females, exploration of the definition of giftedness, and sensitivity to the timeline of gifted women for the realization of the giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Examined the social forces affecting the achievement of 67 gifted women enrolled in graduate education programs. Ss completed a questionnaire about aspects of their education, family life, parental encouragement, achievements, and the effects of marriage and children. 25 Ss completed follow-up interviews. The majority of Ss believe that their parents encouraged them to go to college but not to pursue a specific career, and many were unsure whether they had selected the right career. Almost half the Ss indicated that barriers existed to their own talent development because of marriage and personal lives. Many were unsure whether they were satisfied with their lives. The majority had extremely limited time to pursue their own talents. Continuing dilemmas facing these Ss, and issues confronting gifted women even in traditionally female careers, are considered. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Psychological conceptions of giftedness are reviewed, the current status of the field of education of the gifted is discussed, and current public policy issues and concerns related to future policy issues are introduced. Promising alternate strategies for the future and new directions for psychological and education research are mentioned, as are possible barriers confronting us in this regard. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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In this final essay, we summarize some of the main themes of this special issue of the Roeper Review dedicated to the scholarly and educational contributions of Marcia Gentry. Our goal is to provide a broad sweep of her contributions: Specifics can be found in the individual articles. We cover as themes (a) the term “gifted,” (b) identification, (c) abilities, (d) opportunity, (e) twice-exceptionalities, (f) gifted programs, and (g) systemic failures, followed by our brief conclusions. Marcia was one of the truly great contributors to the field of gifted education, and her legacy will live long after her untimely death. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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"The gifted and talented constitute one single homogeneous group and giftedness is a way of being that stays in the person over time and experiences." We believe there is no more potentially dangerous and false myth than the one above. Let us, therefore, begin this response with the following resounding statement: There is no single homogeneous group of gifted children and adults, and giftedness is developmental, not fixed at birth. Our current federal definition suggests that gifted and talented students are indeed a diverse group of individuals, students with varying abilities and potentials in one or many domains. This widely accepted federal definition of giftedness (Ross, 1993) highlights students’ intellectual, creative, and/or artistic areas; unusual capacity for leadership; or excellence in specific academic fields. This definition discusses outstanding talents present in children and youth from all cultural groups, across all economic strata, in all areas of human endeavor. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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