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Underachievement in Talented Females
By Sally M. Reis, Ph.D. [Excerpt from her book Work Left Undone..] While
difficulties exist in defining and measuring underachievement
with certainty, I have been able to reach some conclusions about this
elusive subject after almost two decades of work. Rather
than reviewing the increasing body of research that concentrates on
biological differences between men and women across the lifespan, I
have concentrated my efforts in both my research and in this book on
the sociocultural issues facing talented and gifted women. Sex
differences which are biologically determined can certainly be viewed
as contributing to differences in achievement between men and women. I
believe, however, that it may not be possible to truly understand the
biological differences until we are able to reduce differences caused
by sociocultural issues. My
research has demonstrated that specific sociocultural issues and
messages contribute to underachievement and lower expectations in girls
and women. We
need only glance at a magazine, turn on a television, examine the
differences between girls' and boys' toys, or read current popular
children's magazines or books to be reminded of the differences in
cultural expectations for males and females. Many
years ago, I remember being startled by an advertisement on the back
cover of a popular psychology journal, depicting a man using a
telescope (caption: "he likes the planets") and a woman reading a book
about Hollywood (caption: "she likes the stars"). Recently,
Newsweek displayed a matrix of six popular teen magazines, giving
examples of teen jargon, stories on role models, boy-crazy headlines,
and serious issues. Newsweek's
editorial summary is an apt descriptor of stereotyping: "Do editors
think girls are psyched for anything besides boys, celebs and zits?"
(Media, 1998, p. 6). This stereotyping delivers powerful messages to
females about their role in life, their own importance, and their worth. A boy
who acts in this way may be labeled precocious, while a smart verbal
girl who asks too many questions may be labeled obnoxious, aggressive,
or even unfeminine. These
stereotypes often continue through adult life, as demonstrated by case
studies in later chapters of this book. In
more than one hundred fourth-, fifth-, and sixth-grade classes in four
states and the District of Columbia, they found that boys got more
attention and encouragement than girls and that in all subject areas
boys dominated classroom communication. The
Sadker's research also demonstrated that teachers behaved differently
when boys or girls called out in class without raising their hands.
When boys answered without being called on, teachers accepted their
answers; the same behavior from girls, however, resulted in negative
responses toward not raising their hands. This
research illustrates a subtle but powerful message for girls: boys
should be academically assertive and demand teacher attention, and
girls should act like ladies and keep quiet. Being eager and assertive
in asking questions in school may also contrast sharply with the polite
manners most parents demand of their daughters. This
confusion about appropriate behavior and the mixed messages intelligent
girls receive from parents and peers is best described in a letter I
received from a nineteen-year-old female: Talented
females with many questions and ideas may suffer more than any other
group from the mixed messages they receive from their parents,
teachers, and peers. Parents
who demand high grades in every subject on report cards might also urge
their daughters to act like young ladies and refrain from arguing a
point or questioning authority, thereby hindering the development of
certain skills which are necessary for a rigorous academic education. Another
issue related to bright women is the kind of advice and counseling used
to encourage them to pursue advanced course work, graduate school, and
fulfilling professional lives. Without
making any value judgments, women must realize that a demanding
professional career will undoubtedly result in some difficult choices. As
Carol Gilligan (1982) sensitively pointed out in her book, In a
Different Voice, the value systems of women are different from those of
men. If, as
Gilligan believes, women view moral concerns in terms of interpersonal
relationships and responsibilities to others, they may have a
difficult, if not impossible, time putting their own needs in front of
the needs of those they love. The
"different voice" that Gilligan discusses lies in an ethic of caring
and a close tie between relationship and responsibility. This voice may
be the reason that many women choose to remain in lower-paying or
lower-status jobs. The
personal relationships they have developed in their work or the
flexibility these types of jobs offer, enabling them to have more time
with their families, are often more attractive to women than jobs of a
higher caliber. We
know that women who receive doctorates are more likely to come from
higher socioeconomic homes and have parents who are professional and
successful. Higher
socioeconomic status may not only result in the financial ability to
send a daughter to college and graduate school, but also in the
encouragement, expectations, and advice that parents provide to help
their daughters gain the independence and self-confidence necessary to
leave home and attend college. This
encouragement and specific advice may be less prevalent in lower
socioeconomic families in which some parents do not have the experience
of having attended college themselves or the knowledge to help their
daughters find scholarship opportunities or loan applications. How
many African American, Native American, or Hispanic girls have the
potential to become come scientists, writers, artists, or musicians,
but will not because they do not believe these goals to be within their
reach? Not
only do these young women believe that most scientists are male, they
also have come to understand that most are not from their culture. Females
who are expected to care for brothers and sisters, cook the family's
meals, keep the house clean, marry young, and have children of their
own, often lose the opportunity for a different future. The
brilliant young Hispanic females profiled in this book had to push the
limits of their culture to enable themselves to leave home to attend
college. My
research with talented women has enabled me to identify common traits
and influences that they share. Figure 1 summarizes these similarities
in women's self-perception, personality, and experiences. Many
of the women who participated in my research made a conscious decision
to actively nurture and develop their talents. The
following four factors defined the realization of their talents: (a)
above average ability and/or special talents, (b) personality traits,
(c) environmental issues, and (d) the perceived social importance of
the use or manifestation of the talent. Each
of these factors helped these women believe in themselves and promoted
their desire to contribute, thus enabling each woman to actively
develop her talents. Most
of the women I studied were good, but not always superior, students in
school. However, they each had special talents such as musical ability,
superior writing skills, or dramatic talent. Joseph
Renzulli (1978, 1986) has distinguished between schoolhouse giftedness
and creative-productive giftedness, believing that while both are
important, individuals who make contributions recognized by history or
within particular domains of human performance are often those who
display creative productive giftedness. The
women who realized their talents as adults were not always superlative
students, but they certainly displayed creative and productive
behaviors in their areas of talent and ability. In almost every case,
their interests and motivations merged to enable them to develop their
talents. In
addition, what Robert Sternberg (1986) has described as contextual
intelligence was also displayed by the participants, as most had to
adapt or change their environment in order for their talents to be
realized and developed. Most
of the talented women I studied exhibited specific personality traits
including determination, motivation, creativity, patience, and the
ability to take and, in some cases, thrive on risks. The one trait
clearly exhibited by every woman was determination. The
ability to strive for success and continue to work hard, often under
adverse conditions and sometimes without the love and support of her
family and/or partner, was evident in all. Others
believed they developed their motivation because of a strong purpose in
their lives such as preserving the environment, being a successful
composer, or bringing theater to disadvantaged urban youth. Still
others believed that their motivation came from a desire to produce, to
leave a mark upon the world, and from the sheer joy of the creative act. The
sheer volume of their work and their persistent evolution into higher
talent forms resulted both from their own creativity as well as the
intense love for their work. These talented women also displayed
patience. Some
waited years to have the opportunity to invest considerable blocks of
time to develop their own talent, and some worked steadily over the
years only to be acknowledged for their specific talents later in life.
A
congresswoman who waited until her youngest daughter was ready for
college before running for office, a composer who worked year after
year to improve her art form, and a forester who pursued work in her
own field decade after decade all displayed this patience in the
development of their talents. In
addition, these talented women also displayed a willingness to take
risks and attempt tasks that others did not have the courage to pursue. Some
were enthusiastic, while others were intensely quiet. Some laughed
frequently and moved constantly, while others were very calm and almost
reserved. However,
each woman exuded an intensity about her life and work that seemed to
give her the vitality she needed to pursue her talents. Possibly
the most diverse area that emerged as a factor in the talent
development of women in my studies were the environmental issues that
contributed to their success. Some
came from upper-middle-class families; some were born into poor
families. Some had parents who were highly educated; some had parents
who had little or no education. Some attended prestigious women's
colleges, some went to large state universities, and still others did
not graduate from college. What
environmental factors did they have in common? Most had nurturing
families, but a few had families who were distant or abusive. Almost
all had siblings. Those who had brothers usually agreed that their
parents paid more attention and provided much more encouragement to
their brothers. Most
of the women were married or had long-term relationships and almost all
of those who married had children. Many also divorced after finding
that their partner was not very supportive of their talent development.
Some
delayed placing a primary emphasis on their career until they were able
to do so because their children needed them, and some labored
constantly on their journey to accomplishment. Most
found ways to do both, and continued to actively seek support, help,
further education, more knowledge, and increasing levels of
sophistication in their work. The
gifted women in my study who achieved eminence had a strong desire to
use their talents in ways that were personally satisfying to them and
would benefit society. They
each had a sense of purpose about life. They enjoyed life, but were not
content with raising their families and having good relationships. Their
work was critical to them, and they believed they could make a
difference in the world because of their work. For these women, there
was no choice about this contribution. They were simply not satisfied
with their lives unless they could actively develop their talents. Most
had friends and siblings who were just as smart or even smarter (if
academic performance in school is the basis for assessment), but who
were content to lead lives that did not involve the work or energy
needed to develop her talent. The
women I studied were not content to be like other women who had
successfully raised their children and then enjoyed their middle or
later years by working in a career or job they enjoyed, pursuing
hobbies or spending time with friends or family. Their
work was critical and to accomplish their work, some women shifted
career goals, trying different tasks each decade until they finally
achieved their own goals. Others
quietly worked to produce products such as books or art that were
personally fulfilling and would bring joy to others. Each
of these talented women developed, from a combination of the factors
already discussed (personality, environmental, etc.), a belief in
themselves and a desire to translate their sense of purpose in life
into some action which either made a difference or resulted in a
creative contribution. They
all had high self-esteem, a trait that has been found to characterize
other successful women. Most of the women believed that their
self-concept and self esteem were created from their own successes and
from the love and support they received from family and friends. She
explained, "You'll be angry with me when you hear this, but I don't
want to keep working, and I definitely don't want to become more
computer literate. I want to go back to being a full-time Mom and
having time for what I love--my family and my needlework and
embroidery." My
friend was an honors student in college, excelled in English and in
creative writing, and became a terrific mother. Her children are happy
and successful; her daughter is in her first year of college and plans
to attend law school. My
friend's needlework is beautiful, and she loves spending time on it.
She continues with her creative writing and although she has not
published her work, she still loves the writing process. Chris
uses her talents in the way she chooses; she creates beauty in her
life--by raising two successful and well-adjusted children and through
her needlework. When
mothers do work full-time (40 hours a week or more), 33% have their
children cared for by a relative as opposed to day care personnel.
Choosing to care for children at home or choosing to work less than
full-time are two important issues facing American women. As
there is not one right path for any talented woman, the lives of all of
the women that I have studied include complex decisions, compromises,
conflicts, and contradictions. However,
one finding is obvious--as long as women continue to feel frustrated
about opportunities denied because of their gender, or the absence of
time for female talent development, we must continue to discuss these
issues and society must respond. We
must begin to listen more carefully to the lessons learned by older
talented women and pass along their wisdom to a younger generation, or
we will continue reinventing a feminist consciousness each generation. However,
until talented girls and women have the opportunities to grow,
flourish, and achieve without the stereotypes and negative influences
in our world, their talents may never be realized. To
provide these opportunities, parents and teachers must work to make
schools, homes, and society more sympathetic to, and supportive of, the
special challenges and special needs of talented girls and women. ~ ~ ~ Excerpt
from Chapter One: The Issues and
Challenges Facing Talented Females
- of her book Work
Left Undone: Choices & Compromises of Talented Females ~ ~ ~ related pages : GT
Adults giftedness ~ ~ ~ |
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