ABSTRACT

The first question that must be asked when considering issues that may be faced by gifted males or females is whether or not the many differences posited as characterizing differences in males and females in general can be documented in the gifted population. Unless such differences can be documented, there is no point in considering gifted males and females as different or warranting special attention in programming or curriculum. This chapter searches for ways in which programs or curriculum can contribute to maximizing potential and mitigate negative influences. Longitudinal data repeatedly affirms gender differences between high-performing males and females. Stereotypes that affect gifted females are those that inhibit the development of self-perceptions of abilities and attributions, which may subsequently influence career choice. The chapter concludes that equity across genders within the gifted population remains an issue for both males and females. Identity as related to self-concept and attributions for success can manifest in perfectionistic behaviors.