FEMALE GIFTEDNESS, AN OUTDATED OXYMORON? INCURSION INTO THE STATE OF THE ART

Antunes, Ana Pereira

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Articles • Psicol. Estud. 24 • 2019 • https://doi.org/10.4025/1807-0329e41665 copy

FEMALE GIFTEDNESS, AN OUTDATED OXYMORON? INCURSION INTO THE STATE OF THE ART¹ 1 Support and funding: This study had the financial support of CIEC (Centro de Investigação em Estudos da Criança), by the Projeto Estratégico UID/CED/00317/2013, through the Fundos Nacionais through the FCT (Fundação para a Ciência e a Tecnologia), and co-financed by Fundo Europeu de Desenvolvimento Regional (FEDER) through the COMPETE 2020 - Programa Operacional Competitividade e Internacionalização (POCI) with the reference POCI-01-0145-FEDER-007562.

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

The study of gender issues can also be associated with the study of gifted and talented students. The main goal of this paper was to conduct a literature review in the area of gifted and talented women to understand the state of the art and to clarify if this topic is still current and pertinent. In that sense, a research was done in the PSICINFO database, using two descriptors: 'gifted and talented girls' and 'gifted and talented women', and three cumulative criteria, using the available resources and designations in the database: a) research period: referring to the last 5 years (from 2011 to 2016); b) relevance, considering the descriptor: five stars; and c) reviewed with peer review. Thirteen studies were selected and analysed. The data were organised according to categories such as: year of publication, journal, authors, objectives, research typology, participants, instruments and results. Three categories emerged according to the main goals of the studies: experiences of gifted girls (4 studies); differentiated perceptions and productions according to gender (5 studies); and, intervention effects on gifted girls (4 studies). The data suggest the relevance of research on the subject.

Keywords:
Gifted; literature review; human sex differences

N	Journal^a	Author(s) (Year)	Research Aim(s)
1	RR	Price et al. (2016Price, E., Wardman, J., Bruce, T., Millward, P. (2016). The juggling act: A phenomenological study of gifted and talented girls' experiences with Facebook. Roeper Review, 38(3), 162-174. doi: 10.1080/02783193.2016.1183738 https://doi.org/10.1080/02783193.2016.11... )	To understand how leader girls experience social networks (FB^b).
2	HAS	Fugate & Gentry (2016Fugate, C. M., & Gentry, M. (2016). Understanding adolescent gifted girls with ADHD: Motivated and achieving. High Ability Studies, 27(1), 83-109. doi: 10.1080/13598139.2015.1098522 https://doi.org/10.1080/13598139.2015.10... )	To understand how gifted girls with ADHD^c handle the academic pressure throughout the schooling (at secondary school years).
3	RR	Kohan-Mass (2016Kohan-Mass, J. (2016). Understanding gender differences in thinking styles of gifted children. Roeper Review, 38(3), 185-198. Recuperado de:https://doi.org/10.1080/02783193.2016.1183737 https://doi.org/10.1080/02783193.2016.11... )*	To characterise gender patterns of gifted young people, that are associated with thinking and learning.
4	GCQ	Webb et al. (2016Webb, A. F., Vandiver, B. J., & Jeung, S. (2016). Does completing an enriched writing course improve writing self-efficacy of talented secondary students? Gifted Child Quarterly, 60(1) 47-62. doi: 10.1177/0016986215605359 https://doi.org/10.1177/0016986215605359... )	To analyse the effect of participation in a writing enrichment programme in the final grades of talented students.
5	RR	Yeo & Garces-Bacsal (2014Yeo, M. M. M., &Garces-Bacsal, R. M. (2014). Factors influencing academic self-concept of high-ability girls in Singapore. Roeper Review, 36(4), 235-248. doi: 10.1080/02783193.2014.945222 https://doi.org/10.1080/02783193.2014.94... )	To study the impact of the frequency of advanced classes on the academic self-concept of high abilities girls.
6	GCQ	Lee & Sriraman (2012Lee, K. H., & Sriraman, B. (2012). Gifted girls and nonmathematical aspirations: A longitudinal case study of Korean girls. Gifted Child Quarterly, 56(1), 3-14. Recuperado de: https://doi.org/10.1177/0016986211426899 https://doi.org/10.1177/0016986211426899... )*	To report the influence of experiences of participation in programmes for gifted, family and social in the choice of career in nonmathematical areas.
7	RR	Pramathevan & Garces-Bacsal (2012Pramathevan, G. S., & Garces-Bacsal, R. M. (2012). Factors influencing altruism in the context of overseas learning experiences among gifted adolescent girls in Singapore. Roeper Review, 34(3), 145-157. doi: 10.1080/02783193.2012.686421 https://doi.org/10.1080/02783193.2012.68... )	To identify factors that influence actions of altruism in gifted girls.
8	JEG	Malin & Makel (2012Malin, J., & Makel, M. C. (2012). Gender differences in gifted students' advice on solving the world's problems. Journal for the Education of the Gifted, 20(10), 1-13. doi: 10.1177/0162353212440617 https://doi.org/10.1177/0162353212440617... )	To analyse gender differences expressed by gifted students when solving world problems.
9	GCQ	Stutler (2011Stutler, S. L. (2011). Gifted girls' passion for fiction: The quest for meaning, growth, and self- actualization. Gifted Child Quarterly, 55(1), 18-38. doi: 10.1177/0016986210383979 https://doi.org/10.1177/0016986210383979... )*	To analyse the meanings that pre-adolescent girls with verbal talent attribute to fiction reading.
10	RR	Bianco at al. (2011Bianco, M., Harris, B., Garrison-Wade, D., & Leech, N. (2011). Gender bias in gifted referrals. Roeper Review, 33(3), 170-181. doi: 10.1080/02783193.2011.580500 https://doi.org/10.1080/02783193.2011.58... )	To explore the effects of gender’s students in teachers’ refalls for gifted programmes.
11	GCQ	Kao (2011Kao, C.-Y. (2011). The dilemmas of peer relationships confronting mathematically gifted female adolescents: Nine cases in Taiwan. Gifted Child Quarterly, 55(2), 83-94. Recuperado de:http://dx.doi.org/10.1177/0016986210391658 http://dx.doi.org/10.1177/00169862103916... )*	To explore the interpersonal relationships of adolescent girls with mathematical talento.
12	HAS	Wirthwein et al. (2011Wirthwein, L., Becker, C. V., Loehr, E.-M., & Rost, D. H. (2011). Overexcitabilities in gifted and non-gifted adults: Does sex matter? High Ability Studies, 22(2), 145-153. doi: 10.1080/13598139.2011.622944 https://doi.org/10.1080/13598139.2011.62... )	To explore overexcitability in gifted women and men.
13	RR	Tirri & Nokelainen (2011Tirri, K., & Nokelainen, P. (2011). The influence of self-perception of abilities and attribution styles on academic choices: Implications for gifted education. Roeper Review, 33(1), 26-32. doi: 10.1080/02783193.2011.530204 https://doi.org/10.1080/02783193.2011.53... )	To emphasise the importance of self-perception for the development of academic talent and to encourage this knowledge among researchers and educators.

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[1] Ana Pereira Antunes: Assistant Professor at the Universidade da Madeira, Portugal. Educational Psychologist; PhD in Educational Psychology from the Universidade do Minho, Portugal. Member of the Centro de Investigação em Estudos da Criança at the Universidade do Minho, Portugal. Orcid: https://orcid.org/0000-0002-3336-7867