Generally speaking, as a gifted male, Ender faces more conflicts than most gifted students.

He is expected to be a
consistent high achiever. Being average is not acceptable. Not only does he get pressured by his own high
standards, but he is also pressured by parents, teachers, and even some peers.

• Masculine males?
o Ender is expected to not only be a high achiever, but well-rounded as well. Because of societal
pressure for boys to be masculine, Ender is also pressured to excel in athletics too (Pollack,
2010).
• The Role of Sports
o This becomes an issue for Ender and other gifted males that do not like sports, are not
athletically inclined, and as mentioned before, the multi-talented males that suffer trying to
please everyone (Pollack, 2010).
• Bullying
o Although Ender is not an androgynous male, but one that is may suffer psychologically
because of the bullying they endure throughout their identity development (Hebert
& Schreiber, 2010).
• Underachievement
o Underachievement can be a critical issue for gifted boys, like Ender. The following can be factors:

Family Matters- Gifted males need a strong support system. The
best predictor of a gifted male’s success is the involvement and
support of his parents (Hammond, Hebert, and Pagnani, 2009).
It Takes a Village- Men who have achieved professional or
academic success may be a good support and role model for
current gifted boys. Also, looking to clubs or associations that
have positive male role models leading (e.g. cub/boy scouts,
church, sports, etc.) (Hammond, Hebert, and Pagnani, 2009).
School Curriculum- Gifted boys need hands-on, projects, research,
and experimental activities. They also usually thrive in kinesthetic
learning. Unfortunately, this is not how information is usually
presented to boys in our schools today (Hebert & Schreiber, 2010).
Selective Achievers-These students are only motivated in select
areas to meet a personal goal or satisfy an interest. Talent
development opportunities could offer a place where these boys
may feel more “normal” and less pressure to perform (Hebert &
Schreiber, 2010).

Peer Groups- Educators can help underachieving gifted boys by

implementing discussion groups on image, using biographies of
gifted men who faced the same issues, and having role models
(Olenchack, 2006).

As educators, there is much that we can do to help our gifted males like Ender be successful without the pressure that
can sometimes accompany their talents. Providing resources, inclusive educational opportunities, and empowering
them to use their talents and gifts to propel (not pressuring) them to reach their potential.
 Gender Differences and Issues
What issues connected to gender does Ender face?

• Due to Ender’s high intellectual ability, intensity, and heighted sensitivity the struggles he faces as a gifted male have a
unique spin on them. (Langille, 2004, pg.1)
• Ender may often experience limited rights and capacities to express emotions. (Langille, 2004, pg.1)
• Much like fifty percent of gifted males, he may feel that it is necessary to hide his intelligence and have trouble fitting in
with other boys. (Langille, 2004, pg.1)
• Ender carries the burden of developing and proving his masculinity while developing his intellectual gift. He doesn’t want to
be stereotyped as a nerd so he works hard to prove himself in athletics. (Langille, 2004, pg.1)
• Often times, Ender is full of emotional and intellectual sensitivity but he wants to live by the “Boy Code” and be a typical
Alpha Male. (Langille, 2004, pg.3)
• Ender risks falling into the “Underachieving Gifted Male” category if he is socially immature causing his emotional
judgement is lag behind his intellectual development. He risks becoming antisocial, and have some deeper emotional
problems. (Langille, 2004, pg.3)
What does Ender’s Gifted Program look like?
• Ender finds himself in a gifted class with mostly females. This is due to the fact that some gifted classrooms are three-fifths
female. (Rosin, 2010, pg.1)
• Ender was evaluated for the gifted program when he was four years old and his pre-school program emphasized literacy.
This was a problem for Ender because boys tend to be “later verbal bloomers”. (Rosin, 2010, pg.1)
• The gifted evaluation process was an hour long verbal assessment. He struggled with this assessment due to his lack of his
verbal development but his female counter parts exceled. This is largely because young girls generally develop verbal skills
earlier than males. (Rosin, 2010, pg.2)
Differences in the Genders:

Gifted Males Gifted Females

• Late verbal bloomers (Rosin, 2010, pg.2)
• In late elementary school they perceive a greater
verbal self-efficacy (Reis & Sigel, 1998, pg.39)
• Teacher’s attribute success and failures to abilities
(Reis & Sigel, 1998, pg.41)
• Doesn’t think that Language Arts are important (Reis
& Sigel, 1998, pg.45)
• Holds STEM content areas as high priority (Reis &
Sigel, 1998, pg.45)
• Could be at risk of not graduating high school or not
getting a college degree (Rosin, 2010, pg 1)
• Prioritize cultivating high-impact careers that
require 50 or more hours per week (Langille, 2004,
pg 1)
• Often become CEO’s or employed in information
technology fields. (Langille, 2004, pg 1)
• More highly compensated than women (Langille,
2004, pg 3)
• Enhance society through knowledge and the
creation of concrete products (Langille, 2004, pg 3)
• Values family (Langille, 2004, pg 3)
• Early verbal bloomers (Rosin, 2010, pg.2)
• Teachers attribute success and failures to
effort, not ability (Reis & Sigel, 1998, pg.39)
• Teachers perceive females to exert more
effort and have a higher quality of work (Reis
& Sigel, 1998, pg.41)
• Score higher in Language Arts than math and
science (Reis & Sigel, 1998, pg.45)
• Often employed in elementary and secondary
education, general business and healthcare
(Rosin, 2010, pg 1)
• Define success more broadly to include family
and community investment (Rosin, 2010, pg 3)
• Enhance society by keeping it vibrant and
healthy (Rosin, 2010, pg 3)
• Values family (Rosin, 2010, pg 3)
 Characteristics of Gifted Black Males

✓ Under-represented in gifted programs.

✓ Tries to mask intellectual abilities with a “cool” persona.
✓ Perceived by educators as gifted in sports rather than the academics.
✓ Less likely to be enrolled in advanced courses.
✓ Possess scholar identity

How can possessing a scholar identity be crucial to the academic success of gifted black males?

(1) self-efficacy – confidence in one’s intelligence and talent abilities. Example- Ender does not allow negative stereotypes to prevent him from
reaching his full potential.

(2) willing to make sacrifices- places education as a top priority. Example- If Ender knows that he has more studying preparation before the
chemistry test on Monday, he puts first things first by forgoing the basketball game on Saturday night with his friends.

(3) internal locus of control- does not blame others for failure or mistakes. Example- The band directors places Ender as 2nd chair trumpet instead
of 1st chair trumpet. Instead of blaming the band director for not liking him or saying how terrible the 1 st chair trumpet player sounded, Ender
admits that he didn’t take the sufficient amount of time to practice in order to make 1st chair trumpet.

(4) aspirations; long-term goals – makes plans and strategies for achieving goals. Example- Ender wants to attend Mercer University and major in
engineering. Mercer University sent Ender the admittance qualifications for being accepted into the university and engineering program. Ender
plans on meeting these requirements by taking AP and other challenging classes.

(5) self-awareness- Understands one’s strengths and weaknesses. However, one does not let the weaknesses keep him from being successful.
Example - Ender does not avoid taking Calculus because he heard that it is a difficult course.

(6) achievement is greater that affiliation- values achievement more than popularity. Example-Ender feels that making good grades will be more
beneficial to achieving his goals than trying to be the popular kid in the school.

(7) academic self-confidence- responsible and discipline in putting in the time to study for tests or other assessments. Also, one is motivated to
put in the time to make good grades without reminders from parents. Example- When Ender comes home from school, he begins working on his
English paper without his mother reminding him throughout the evening.

(8) racial identity and pride- Strongly believes that one can achieve any goal and that race should not be a hinderance to success. Example- Ender
does not allow negative stereotypes to keep him from studying hard and pursuing long term goals. He is proud of who he is and does not let his
race determine how he should behave.

(9) masculinity- Does not equate being intelligent with being “feminine” or “masculine”. Example- Ender does not believe that being smart makes
him less masculine. He is confident in showing his gifted abilities on the football field and the classroom.

What are the special needs of gifted black males?

✓ Interventions (social-psychological, family, peer, and school)

✓ Different Learning Styles
✓ Stifled creativity
✓ Low teacher expectation
✓ Lack multicultural education

How can educators address the needs of gifted black males?

✓ Preschool programs (academic skills)

✓ Mentoring programs
✓ Counseling sessions
✓ Multicultural curriculum
✓ Talent Development programs
 Responding to Needs of Gifted Males

You’ve learned about some of the issues that Ender faces being a gifted male. Gifted males are just as smart or
smarter than gifted females. We must learn how to reach and teach gifted males in a way they can be successful.
There are a few different ways we can respond to gifted males, so they can be.

Practical Strategies:

• Let them play. Give Ender lots of opportunities for physical activity and don’t expect them to sit too
long. Play will allow Ender to develop social and verbal skills. (Thompson, 2018)
• Create learning activities where boys use their bodies. Ender will learn best wen learning is hands on.
Ender can learn by touching, moving, climbing on and building things. He solve problems physically.
(Thompson, 2018)
• Read aloud to Ender and have them read aloud to you. This is one practice that is critical and stops way
too early in homes and schools. Reading aloud to Ender will bridge to reading he may later do
independently. (Thompson, 2018)
• Allow Ender to write about what interest him and not what interests you. When children begin to write
they need to be given opportunities to write about subjects that are most meaningful to them.
(Thompson, 2018)
• Allow discussion of topics Ender may want to talk about (but teachers and girls may not). In the
classroom allow boy’s thought and fantasies to be expressed in their stories and their play, controversial
issues will possibly come up. (Thompson, 2018)
• Allow Ender to express humor in appropriate ways and at appropriate times. Include satire. Parody, and
humor in the curriculum, and don’t be too hard on boys who are class clowns. Instead, acknowledge the
boy’s skills at being humorous. . (Thompson, 2018)
Other Recommendations to address the needs of Ender:

• Provide professional development for teachers in identifying gifted learners, expanding their
understanding to go beyond verbal and achievement skills. Acknowledge that giftedness may be masked
by bad behavior. (MEGT, "Responding to the needs of gifted boys", 2008)
• Expand instructional strategies to address the learning styles of Ender such as:
Speaking and listening in reading, bring more creativity to writing and reading, use more technology, provide
physical activity in lessons, less lecture and more spatial lessons, and include books high on action. (MEGT,
"Responding to the needs of gifted boys", 2008).

• Offer leadership training for Ender. (MEGT, "Responding to the needs of gifted boys", 2008).
• Counsel Ender to explore various career and occupation options. (MEGT, "Responding to the needs of
gifted boys", 2008).
• Match Ender with mentors who can support goal setting and male role models who have intellectual
depth. (Herbert & Olecheck, 2015).
Resources:

• Ayala, E. (June 2016). Why aren’t there more African-American boys in gifted classes? Education.
• Buck, S. (2010). Acting White: The ironic legacy of desegregation. New Haven, CT. Yale University Press.
• Carson, Benjamin S., and Cecil Murphey. 1990. Gifted Hands: The Ben Carson Story. New York: Zondervan.
• Ford, D.Y. and Thomas, A. (June 1997). Underachieving among gifted minority students: problems and promises. Eric
EC Digest #E544
• The Genius Gap- Are boys the second sex? Hana Rosin (2010) Newsmagazine, Gifted Boys and Gender Issues Jane
Langille (2004)
• Gender Differences in Teacher and Student Perceptions of Gifted Students’ Ability and Effort Del Sigel & Sally Reis
(1998)
• Gender played a role in how super-smart teens defined success in mid –life Joan Brasher (2014)
• Herbert, T. P., & Olenchak, F. R. (2015, March 15). Mentors for gifted underachieving males: Developing potential and
realizing promise. Gifted Child Quarterly, 44(3), 10-11.
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males. Journal for the Education of the Gifted, 33, 241-274.
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Education of the Gifted, 33, 570-605.
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students. Beacon Press: Boston.
• Olenchak, F. Richard (2006). Being a Gifted Boy What We Have Learned. http://tip.duke.edu./node/651. 8 August
2006.
• Pollack, William (2010). "Real Boys”, Book - Barnes & Noble. Barnes & Noble.com. Web. 23 August 2010.
<http://search.barnesandnoble.com/Real-Boys/William-Pollack/e/9780805061833>
• Proctor, T.C. (September 2014). Bright eyes, brown skins: perceptions of gifted education and the black male child.
Kennesaw State University. Digital Commons @ Kennesaw State University. Dissertation, Thesis and Captone Projects.
• Prom-Jackson, S., Johnson, S.T. , and Wallace, M.B. (1987). Home environment, talented minority youth, and school
achievement. Journal of Negro Education, 56 (1), 111-121.
• Responding to the needs of gifted boys[Scholarly project]. (2008). In MEGT. Retrieved August 26, 2018, from
http://www.mnegt.org/position-papers
• Thompson, M., Phd. (n.d.). Understanding and Raising Boys. Retrieved August 23, 2018, from
http://www.pbs.org/parents/raisingboys/school04.html
• Whiting, G.W. (2006a). Promoting a scholar identity among African-American males: Implications for a gifted
education. Gifted Education Press Quarterly, 20(3), 1-6.
• Whiting, G.W. (2008). Gifted black males: understanding and decreasing barriers to achievement and identity.
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College, Dwils43@tigers.lsu.edu