Elementary-Age Gifted Males’ Self-Perceptions of Giftedness and School Practices

Bibliographic Data

ID21347109
AuthorsJessica Watts (0000-0003-4494-5965, Oklahoma State University, corresponding author)
Year2024
Volume204
Issue1
Pages44-57
Publication date2024-01-01
Open AccessYes
TypeARTICLE
VenueJournal of Education (JOURNAL)
Journal identifiersISSN: 0022-0574 • E-ISSN: 2515-5741
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/00220574221088503
OpenAlexW4281570253
LanguageEN
References cited45

Utilizing Marsh’s frame of reference theory, this article seeks understanding about boys’ perceptions of giftedness and how academic and social self-perceptions are influenced by gender and ability practices. The literature proposes that gender and ability perspectives influence how boys construct their self-perceptions and how teachers develop stereotypes of male students who are identified as gifted and talented. The findings reveal that the conceptualizations of giftedness contribute to gifted boys developing healthy self-perceptions and influence the complexities of instructional design for gifted learners. The findings also suggest that schools should encourage spaces for students’ voices to be heard through inclusive curriculum design

Construct (python library) · Curriculum · Developmental psychology · Mathematics education · Pedagogy · Perception · Self-concept · Creativity in Education and Neuroscience · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychology

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