Stereotypes of giftedness in current and future educators

Research output: Contribution to journalArticlepeer-review

33 Scopus citations

Abstract

This article is a mixed-methods exploration of the levels of stereotypic views about gifted individuals held by current and future educators. Because educators are often asked to provide recommendations for participation in gifted programs, it is important to determine whether those recommendations are based, in part, on stereotypic thinking. Stereotypic views held by educators could bias the selection of participants for gifted programs, preventing students from receiving appropriate gifted educational services. Participants were volunteer undergraduate (n = 91) and graduate (n = 20) education majors. Qualitative and quantitative data analyses were conducted to determine both the levels of stereotypic thinking within each group as well as differences in levels of stereotypic thinking between groups. Results suggest both preservice and in-service teachers hold stereotypical thoughts about the gifted in multiple areas.

Original languageEnglish (US)
Pages (from-to)790-812
Number of pages23
JournalJournal for the Education of the Gifted
Volume34
Issue number5
DOIs
StatePublished - Sep 2011
Externally publishedYes

Keywords

  • In-service teachers
  • Mixed-methods
  • Preservice teachers
  • Stereotypes
  • Teacher nomination

ASJC Scopus subject areas

  • Education

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