Understanding the Stereotypes against Gifted Students: A Look at the Social and Emotional Struggles of Stereotyped Students

• Published in: Academic Leadership Journal 2010-01, Vol.8 (3), p.88-93
• Main Authors: Ely, Kimberly, null, null
• Format: Article
• Language: English
• ISSN: 1533-7812; 1533-7812
• DOI: 10.58809/OPRY7327

Approximately 6% of students enrolled in schools in the United States, grades K-12, are classified as‘gifted’ (NAGC, 2010). This estimates to roughly 3 million children who are of higher academicachievability than average students. Among these gifted students, some struggle with behavioral,emotional, and social development concerns. Their cognitive abilities set them apart from their peers.Their exceptional abilities can cause anxiety, underachievement, and feelings of isolation from themajority of other students. However, for many of these students, it is the stereotypes regardingintelligence that has brought about their struggles, or perpetuated them. This paper will aim to describegiftedness as it is recognized in today’s culture. It will explore the importance of understanding theperspective of gifted children, and how this knowledge should be applied in the classroom foreducators. It will examine the stereotypes against gifted children, and the social and emotionalstruggles which develop as a result of those notions. Finally, it will discuss the projected future studiesof development among the gifted.