Gender, Social Behaviour and Domain of Ability - Influences on Teachers’ Diagnoses of Giftedness

Martina Endepohls-Ulpe

Gifted and Talented International, 2008, vol. 23, issue 1, 125-134

Abstract: This study examines the question why teachers seem to have more difficulties identifying giftedness in girls than boys. A total of 241 German teachers completed a questionnaire requiring them to identify and make recommendations for children portrayed with a few sentences; differing in gender, social behaviour, i.e., maladapted, socially integrated or shy; and domain of giftedness, i.e., general cognitive abilities, mathematics, literacy skills. Although results failed to show evidence of influences of gender stereotypes on teachers’ diagnoses, they did reveal significant effects with respect to social behaviour and domain of giftedness.

Date: 2008
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DOI: 10.1080/15332276.2008.11673519

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