Gender, Social Behaviour and Domain of Ability--Influences on Teachers' Diagnoses of Giftedness

Autor/in	Endepohls-Ulpe, Martina
Titel	Gender, Social Behaviour and Domain of Ability--Influences on Teachers' Diagnoses of Giftedness
Quelle	In: Gifted and Talented International, 23 (2008) 1, S.125-133 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-2276
Schlagwörter	Sentences; Sex Stereotypes; Gifted; Identification; Literacy; Cognitive Ability; Gender Differences; Questionnaires; Social Behavior; Mathematics Skills; Statistical Analysis + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Begabter, Hoch Begabter; Identifikation; Identifizierung; Alphabetisierung; Schreib- und Lesefähigkeit; Denkfähigkeit; Geschlechterkonflikt; Fragebogen; Social behaviour; Soziales Verhalten; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Statistische Analyse
Abstract	This study examines the question why teachers seem to have more difficulties identifying giftedness in girls than boys. A total of 241 German teachers completed a questionnaire requiring them to identify and make recommendations for children portrayed with a few sentences; differing in gender, social behaviour, i.e., maladapted, socially integrated or shy; and domain of giftedness, i.e., general cognitive abilities, mathematics, literacy skills. Although results failed to show evidence of influences of gender stereotypes on teachers' diagnoses, they did reveal significant effects with respect to social behaviour and domain of giftedness. (Contains 6 figures.) (As Provided).
Anmerkungen	World Council for Gifted and Talented Children. The University of Winnipeg, 515 Portage Avenue, Winnipeg, Manitoba R3B 2E9, Canada. Tel: 204-789-1421; Fax: 204-783-1188; e-mail: headquarters@world-gifted.org; Web site: https://world-gifted.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10