The

Gifted
Male

What about gifted boys? Lately, much emphasis has been placed on meeting the needs of gifted
females. For example, encouraging girls to explore the STEM subjects of science, technology,
engineering, and math is often in the news. Have we forgotten the needs of gifted boys? While
many gifted boys have traditionally shown interest in the STEM fields, the traits of gifted males
are much deeper and broader than school subjects. Some gifted boys are highly sensitive,
artistic, or creative. Others are detailed oriented, selective in their learning, or struggling to fit in
socially. As educators and parents, we must offer our support by addressing these and other
issues.

The chart below, adapted from www.nacg.org, helps identify traits of gifted males, although it is not
exhaustive and every student is an individual.

Characteristics of Gifted Males

Cognitive Affective Behavioral

Problem solvers Sensitive Active/Excitable

Intellectually curious Emotional depth Intense

Independent ideas Idealistic Distracted

Critical thinkers Perfectionistic Disorganized

Creative/Inventive Easily frustrated Enthusiastic

 Positive Challenges

Supports In the Classroom

Bibliotherapyusing
books to help kids
become more self-
aware and strengthen Underachievement
their self-identity According to Sylvia Rimm, underachievement is
Cinematherapy very prevalent among gifted students. Barbara Kerr adds that
using film to open up
underachievement is particularly a problem for gifted males.
discussions about
In fact, Kerr points out that research has shown that gifted
issues faced by gifted
boys outnumber gifted girls as underachievers. She explains
males
that underachievement occurs when capable, bright children
Journalingusing
do not reach their potential.
written expression to
Reasons for Underachievement:
learn about ones
Uninteresting curriculum
inner self in a safe, Social acceptance of peers
private way Overwhelmed by expectations
Selective achievement
Solutions:
Academic placement in challenging classes
Curriculum compacting or acceleration
Counseling
Goal setting
Male mentor
Organization strategies
Communication skills

Reversing underachievement is about guiding children

toward leading fulfilling lives Dr. Slyvia Rimm
 Are we helping gifted males cope with
social and emotional needs?

J. Alvino makes the following suggestions in his article,

An investigation into the needs of gifted boys. Social Acceptance

Fitting in is often difficult for gifted boys
Dos and the causes and results of this issue
are of great concern to educators and
Actively listen to concerns parents. Gifted males may feel undue
Recognize accomplishments in areas pressure to conform in order be part of
beyond sports their peer group. The very characteristics
Respect independent thinking and of being gifted such as intelligence,
unusual ideas sensitivity, creativeness, and intensity
Encourage relationships with other may make them easy targets for bullies.
gifted males Dealing with the issue of peer acceptance
Find opportunities for community may cause some gifted boys to reject the
service pursuit of good grades or withdraw from
Help boys find an acceptable way to social interactions. Educators and
express emotions parents should offer support and be
aware of the heightened problems of
Donts fitting in for gifted males. On a positive
note, in her book, Keys to Parenting the
Criticize
Gifted Child, Sylvia Rimm states that by
Play down student concerns
11th grade the negative peer pressure
Set unrealistic expectations
fades and gifted males begin to
Pressure child to perform
experience the recognition they deserve.
Overreact to either high or low results
Stifle creativity
Suppress independence

For more information

National Association for Gifted Children: www.nacg.org

Supporting Emotional Needs of Gifted: www.seng.org

Davidson Institute for Talent Development: www.davidsongifted.org

The Association for Gifted Children (TAG) www.cectag.org

 References

Alvino, J. (1991). An investigation into the needs of gifted boys. Roeper Review, 13 (4), 174-180.

Hebert, D. R., & Pagnani, A. R. (2009). An Examination of Paternal Influence on High-Achieving Gifted

Males. Journal for the Education of the Gifted, 33 (2) 241-274.

Heydt, S. (2004). Dear Diary Dont Be AlarmedIm a boy. Gifted Child Today, 27 (3), 16-25.

Kerr, B. A., Vuyk, M. A., & Rea, C. (2012). Gendered practices in the education of gifted girls and boys.

Psychology in the Schools, 49 (7), 647-655.

Neihart, M., Reis, S. M., Robinson, N. M., & Moon, S. M. (Eds.). (2002). The social and emotional
development of gifted children: What do we know?. Washington DC: Prufrock Press, Inc.

Olenchak, F. R. (2006). Being a Gifted Boy: What we have learned. Digest of Gifted Research.

Retrieved from https://tip.duke.edu/node/651

Rimm, S. B. (1994). Keys to parenting the gifted child. Hauppauge, NY: Barrons Educational Series, Inc.

Rimm, S. B. (2006). Slyvia Rimm on Raising Kids: A Newsletter to Help Parents and Teachers, 19, (1)

Retrieved from www.sylviarimm.com

Take a Stand Newsletter

Created by Rachel McKelvey

January 2016