"Too many gifted girls -- ebullient, confident, and filled with high aspiration -- simply and quietly disappear" (Boothe, 2004, p. 188).
Science, Technology and Gifted Female Underachievement
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Research continues to show that, by middle school, girls are not performing as highly as boys on standardized tests in science and math, that they are still taking fewer technology, science and math courses in college and that males continue to outnumber females in mathematical and science careers (Boothe, 2004). What is not clear is: Why?
Researchers have suggested myriad reasons, from girls being afraid of success -- the "Boys don't like smart girls" adage -- to classroom and cultural bias (Boothe, 2004). Achievement may be even more difficult girls from minority backgrounds: "Ford (1996) has commented that some gifted females can attribute their underachievement to a variety of social, environmental, and cultural issues, including rejection by family, teachers, and peer groups for achieving at high levels, as well as less encouragement and fewer incentives than males" (Boothe, 2004, p. 188).
Researchers have suggested myriad reasons, from girls being afraid of success -- the "Boys don't like smart girls" adage -- to classroom and cultural bias (Boothe, 2004). Achievement may be even more difficult girls from minority backgrounds: "Ford (1996) has commented that some gifted females can attribute their underachievement to a variety of social, environmental, and cultural issues, including rejection by family, teachers, and peer groups for achieving at high levels, as well as less encouragement and fewer incentives than males" (Boothe, 2004, p. 188).
What Teachers, Parents and Counselors Can Do to Help
In middle school and high school, gifted girls are strongly subject to social, emotional and psychological factors that might impede their success. Boothe (2004) suggests that strong family ties, female mentors and guidance toward rigorous college prep classes can help. She also suggests that gifted girls should be encouraged to enroll in more higher level math and science courses. "Parents and teachers have the ability to contribute to the success of gifted females by encouraging their positive perceptions of their abilities" (Boothe, 2004, p. 186).