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Gender stereotypes, as a cause and consequence of deeply rooted attitudes, values and norms, directly affect the discovery and development of gifted potentials. Given the fact that high abilities are most successfully identified and properly developed in early school age, the aim of the study is to investigate the existence of gender differences in the perception of different abilities in boys and girls by teachers, parents, peers and self‐perception in multiple intelligences. The research was conducted on 115 lower primary school students in Bosnia and Herzegovina. Mann–Whitney U test was used to determine differences in various domains of giftedness between girls and boys throughout groups of evaluators. Statistically significant difference was found in 11 of the 36 variables analysed. Most statistically significant differences were found in parents' assessments (5), while 3 were found in teachers' assessments, 2 in peers' assessments, and only one in self‐assessments. Although the cultural factors, customs and traditions of the Balkan country of Bosnia and Herzegovina have a great influence on gender stereotypes, the results of research on gender discrimination in the process of identifying giftedness are largely similar to the results of developed European countries. The results of the study can be used in the context of general education as a basis for critical re‐examination of negative attitudes towards females in the direction of a particular professional orientation. [ABSTRACT FROM AUTHOR]

Both older and younger job seekers face difficulties when entering the workforce. Qualification‐based targeted recruitment (QBTR) might be used to attract older/younger job seekers, yet how this strategy is perceived by older/younger job seekers has not been considered before. The present study fills this gap and investigated effects of negatively metastereotyped information in job ads (i.e., personality requirements or traits) on application intention and self‐efficacy of both older and younger job seekers. An experimental study (Ntotal = 556; 44.6% aged 50 or older, 55.4% aged 30 or younger) showed that negatively metastereotyped traits in job ads (e.g., "flexible") lowered older job seekers' application intention and that this effect was mediated by older job seekers' self‐efficacy regarding that trait. No such effects were found among younger job seekers. Results showed that organizations can fail to attract older candidates because of the traits mentioned in job ads, which is particularly alarming when aiming to target age‐diverse applicants. Suggestions for practitioners and future research are formulated. Practitioner Points: Research largely overlooked how older and younger‐aged job seekers experience personality requirements in ads.Instead of attracting older job seekers, negatively metastereotyped personality requirements in ads lowered their application intention through lower self‐efficacy.Hence, talented job seekers from underrepresented groups (like older‐aged job seekers) may self‐select out.Organizations should, therefore, avoid metastereotyped personality requirements in job ads. [ABSTRACT FROM AUTHOR]

Many scholars, researchers, and experts supported and promoted Murray and Herrnstein's findings. Considering the widespread use of disaggregated data to make decisions at the local, state, and federal levels, researchers can significantly influence and shape public policy (Roegman et al., [8]; Yeung & Mun, [13]). It is also a process by which researchers can examine findings in data with more nuance and better understand heterogeneity within a sample population (EdSource, [3]; Yeung & Mun, [13]). Quantitative scholars and methodologists have historically been elevated in social science research for their "objectivity" (Zuberi & Bonilla-Silva, [15]). [Extracted from the article]

Research from sub‐Saharan Africa has shown the heightened likelihood of dropping out of school for students in sexual relationships, particularly girls. However, our knowledge is limited as to whether the risk of school dropout is exacerbated by the exchange of gifts in the relationship as well as students' poverty level. Drawing on longitudinal survey data from rural Malawi, this study explores these questions, examining differences by gender and poverty level in the association between being in a sexual relationship in which gifts are exchanged and school dropout for adolescents in primary school. Our findings show that for both boys and girls, being in a gifting relationship heightens the risk of school dropout and eliminates the protective advantages of being nonpoor on dropout. However, non‐gifting sexual relationships also erase the protective advantage of being nonpoor for girls, but not for boys. These results point to the value of examining poverty–gender interactions to gain a more nuanced understanding of the impact of sexual relationships on adolescent trajectories. [ABSTRACT FROM AUTHOR]

Background: Individual differences in personality, behavioural, and academic outcomes of gifted adolescents remain under‐explored. Aims: The present study directly compared selected and unselected adolescents on multiple measures of personality, behavioural strengths and difficulties, and achievement. Sample: Nine hundred seventy‐three adolescents selected for high performance in Science, Technology, Engineering, and Mathematical (STEM) fields (M = 15.23; SD = 1.11), and one thousand two hundred sixty‐one unselected adolescents (M = 15.07; SD = 1.18) participated in the study. Methods: Participants completed self‐report measures that assess the Big Five, the Dark Triad, and Behavioural Strengths and Difficulties. Demographic information and academic achievement in Maths and Russian were also obtained. Results: The observed differences in personality and behaviour traits between selected and unselected samples were negligible as measured by ANOVAs. The selected sample had on average slightly lower scores on conscientiousness, extraversion, agreeableness, openness to experience, and subclinical narcissism, partial Eta Squared (ES) = [.01 to.05]; slightly lower scores on prosocial behaviour; and slightly higher scores on internalizing and externalizing problems, ES = [.01 to.04]. The selected group also showed higher Year and Examination grades (ES =.05 and.23, respectively). However, MANOVA results showed larger differences between samples (ES =.15). Conclusion: Our results showed no pronounced differences between selected and unselected samples in any trait apart from examination performance. However, multivariate results suggest greater overall differences. These results suggest that high‐achieving individuals may be characterized by specific combinations of personality and behavioural traits. [ABSTRACT FROM AUTHOR]

This paper explores the school psychologist's role in the academic and psychosocial development of students identified as gifted and talented via curriculum. Given the school psychologists' assessment expertize, they can inform the identification to service placement process for students, including advocacy for curricular and instructional opportunities that best meet the student's needs. We discuss modern conceptualizations of giftedness and talent development, the function of curriculum and instruction in meeting the needs of students who are gifted and the school psychologist's role in identifying which curricular adaptations are appropriate for students based on learner data. We also discuss how a school psychologist can work with educators to support the needs of twice exceptional learners and gay, lesbian, bisexual, transgender and questioning students and recommend professional learning opportunities for school psychologists to remain abreast of current issues in gifted education. [ABSTRACT FROM AUTHOR]

In this article, we explore how school psychologists who adopt a talent development perspective can play a larger role in cultivating the talent of academically gifted students. Utilizing the talent development megamodel and Ackerman's model of expertise, we outline how school psychologists can consult with school administrators, teachers, and parents to meet the general and domain‐specific academic needs of academically gifted students at home and in school. In addition, we discuss how school psychologists can leverage systems of assessment (e.g., universal screening, continued assessment) to identify academically gifted students across academic talent trajectories as well as provide students with multiple opportunities to exhibit their academic talents. We conclude by highlighting some diversity and multi‐cultural considerations that school psychologists should keep in mind while developing academic talent, as well as a policy implication of school psychologists adopting a talent development approach to their work. [ABSTRACT FROM AUTHOR]

School psychologists in today's schools have the unique opportunity—and responsibility—to guide identification for gifted programs. "Who is gifted?" remains a perennial question in the gifted education literature, not answered by group intelligence screeners that purportedly level the playing field for all. As the student body grows more diverse, there is increasing necessity to ensure that all students have equal access to gifted programs. Failure to identify and develop the advanced abilities of gifted children who are culturally diverse, economically deprived, highly gifted, or twice exceptional is justifiably viewed as a civil rights violation. The National Association for Gifted Children's 2018 position statement, "Use of the WISC‐V for Gifted and Twice Exceptional Identification," offers important considerations for identifying the gifted. Based on a national research study of 390 gifted children on the Wechsler Intelligence Scale for Children, Fifth Edition (WISC‐V), the statement recommends that the traditional practice of mandating Full Scale intelligence quotient scores be abandoned. Instead, it embraces the use of any one of six expanded index scores that are better measures of abstract reasoning for selecting students for gifted provisions. As gifted children are oftentimes asynchronous, alternate index scores are less biased and better able to document the strengths of all gifted children. What is learned from the WISC‐V can be applied by school psychologists to improve the choice of comprehensive individual intelligence tests, brief intelligence tests, and the body of evidence gifted children must exhibit. [ABSTRACT FROM AUTHOR]

Education laws and policies serve to guide the way programs and services are implemented in schools. The transition from law or policy to implementation can be fraught with complications that impact the education system across many levels. According to Viennet and Pont (2017), one of the areas that can either hinder or support the transition from policy to practice is "inclusive stakeholder engagement" (p. 3). School psychologists are an important stakeholder in the education system thus they should have familiarity with gifted education policy to ensure students are being served appropriately—both academically and socio‐emotionally. This article will introduce school psychologists to (a) federal and state laws impacting gifted students, (b) the role litigation, due process, and research has in shaping policy, and (c) relevant gifted education policy considerations. [ABSTRACT FROM AUTHOR]

The Achievement Orientation Model posits students are motivated to do well in school when they believe they have the necessary skills to perform a task (self‐efficacy), find the task meaningful (goal valuation), and see their environment as supportive. When these factors are present, students self‐regulate and achieve. We examined these factors from underachieving gifted students', their parents', and teachers' perspectives. Results indicated teachers recognize students who are confident and not confident about their abilities to be academically successful; however, they are less able to recognize when students value the work they are encountering in school. Parents' perceptions of students' attitudes more closely correlated with students' perceptions than teachers' perceptions correlated with students' perceptions. Teachers and parents appeared to base their perception of the importance students hold for school on their perception of students' self‐regulation. Furthermore, gender differences existed in students' perceptions. Females' self‐efficacy scores were statistically lower than males' self‐efficacy scores, and males' self‐regulation scores were lower than females' self‐regulation scores. We provide suggestions for how school psychologists may use these findings to (a) collect important information from students, teachers, and parents, (b) interpret these data to identify underlying influential factors, and (c) guide the development of appropriate interventions to address student underachievement. [ABSTRACT FROM AUTHOR]

The history of giftedness pertains to historical changes regarding how giftedness is conceptualized and defined, and how it serves the practical purpose of identifying gifted children and providing them an appropriate education. The past century has witnessed debates and controversies about what constitutes this elusive human quality we deem "gifted." Overall, it has undergone significant changes from monolithic, static to more pluralistic, dynamic conceptions. The first part of this article delineates historical changes in the past 100 years in our understanding of the nature and development of giftedness, followed by the second part on the changing ways we define, assess, and identify gifted children or gifted potential for intervention purposes. The final part of this article depicts a broad trend toward expanding gifted education to a wider range of students, with the understanding that gifts and talents are widely distributed in student populations, and the deliberate cultivation of human potential should not be confined to a selected few. [ABSTRACT FROM AUTHOR]

The American ethos that you can be whatever you want to be has not always been a helpful adage for gifted students. Gifted students require career counseling to understand the world of work, and to identify their interests and values in addition to their already‐identified talents. Academic planning and career development for gifted students is an important and complex process that requires thoughtful consideration. School psychologists have the skills and abilities to provide valuable career development services to gifted students. The authors explore the unique challenges and career development needs of gifted students and provide suggestions for interventions. [ABSTRACT FROM AUTHOR]

School psychologists are well‐positioned to change the educational landscape for twice‐exceptional students, or those who possess high ability in one or more talent domains along with one or more disabilities. Better understanding of the nuanced cognitive and psychosocial assessment patterns within this population may increase well‐needed participation in gifted education opportunities and the likelihood of receiving accommodations, as well as decrease missed diagnoses. Based on our review of the empirical literature within domains of twice‐exceptionality (e.g., attention deficit hyperactivity disorder, autism spectrum disorder, and specific learning disability), we provide recommendations for how school psychologists can interpret formative and summative assessments taken by twice‐exceptional students and subsequently help design educational plans that will meet their unique needs. [ABSTRACT FROM AUTHOR]

Students who are identified as gifted have academic, social, and emotional experiences that are informed by both their cognition and their identification. Similarly, highly able students who are overlooked and remain unidentified have extra layers of social and emotional complexity to negotiate. While the label should not uniquely define the treatment of the student, this review of the literature offers some supported themes that might inform service. Research on traditional and contemporary concerns is placed in the context of conceptual and methodological limitations, concluding with recommendations for the practitioner as a beginning to the conversation. [ABSTRACT FROM AUTHOR]

As culturally, linguistically, and economically diverse students continue to be underrepresented in gifted programs, the beliefs that frame teacher perceptions of giftedness remain an important area of focus. Literature indicates that a lack of gifted‐specific coursework in teacher preparation programs may sustain ill‐formed preconceptions regarding giftedness, leading new teachers to rely on bias and stereotypic thinking when nominating students for gifted identification. Furthermore, deficit thinking and colorblind racial attitudes may interfere with the implementation of culture‐fair identification practices and the implementation of multicultural pedagogy meant to elicit unique strengths and engage culturally diverse students. This article explores these barriers to equitable programming and concludes with broad recommendations for school psychologists in advocating for traditionally underrepresented gifted students. [ABSTRACT FROM AUTHOR]

To facilitate greater diversity in ASME's senior committee and Board roles, we acknowledged the need to first foster opportunities that attract and support diversity within our ASME groups. Furthermore, this year, ASME was proud to announce the launch of a new diversity initiative called ENRICH Opportunities, which offers a selected number of free conference places for A-Level students in the local area of where the annual conference will be held. [Extracted from the article]

It is a high (likely too high) expectation for a rheumatology clinician-educator to utilize 8 half-day outpatient clinics and as many patients as a rheumatologist in private practice and still be academically productive in order to advance in academic rank. In this issue of I Arthritis Care & Research i , D'Anna et al found that rheumatology clinician-educators generate more than 12 times (more than 9 times in 2005 dollars) greater downstream revenue that benefits their academic medical center than they are paid for an outpatient office visit (1). Inclusion of rheumatology clinician-educator salaries that are pegged to the national median for academic nephrology clinician-educators (who are typically compensated at a higher rate) based on their academic rank and that are normalized through additional increases accounting for the number of years at rank. [Extracted from the article]

Background Ability grouping can lower students' academic self-perceptions through reference group effects of class-average achievement on academic self-concept ( ASC) - the Big-fish-little-Pond-effect ( BFLPE; Marsh & Parker, 1984, J. Pers. Soc. Psychol., 47, 213). Although the effect itself is well documented, many open questions remain. For instance, negative contrast effects of group average achievement and positive assimilation effects of group status are confounded in most BFLPE studies. For the verbal domain, no study has yet investigated contrast and assimilation effects simultaneously. Strong assimilation effects can be assumed for gifted ability grouping. Aims We aimed at disentangling contrast and assimilation effects of full-time within-school gifted tracking on verbal ASC and math ASC. Sample Students attended regular or gifted classes within the top track of German secondary schools. Our sample comprised 1,330 fifth-grade students (42 regular classes, n = 1,069, 48% female; 15 gifted classes, n = 261, 39% female). Methods Using multilevel regression analyses, we simultaneously modelled negative contrast effects of class ability and positive assimilation effects of class type (regular vs. gifted) on ASC in math and the verbal domain. Results and conclusions In the mathematical domain, the assimilation effect, caused by membership in gifted classes, compensated for negative contrast effects of class-average achievement on ASC even after controlling for previous ASC. In the verbal domain, we found neither a significant contrast effect nor an assimilation effect. Implications for gifted education are discussed. [ABSTRACT FROM AUTHOR]

In the 29 years since the last special issue in the Journal of Counseling & Development focusing on gifted individuals, there has been considerable research regarding giftedness. However, meeting the counseling needs of gifted individuals has not been on the national agenda in counselor preparation. This article outlines the status of counseling the gifted from the standpoint of both the counseling and the gifted education professions and includes recommendations for future directions for both fields. [ABSTRACT FROM AUTHOR]

The authors present a historical perspective on giftedness, highlighting the impact of key research studies on practice, research, and policy. A comprehensive model is presented emphasizing that giftedness is domain specific and developmental and involves the cultivation of psychosocial as well as cognitive skills. Implications for counselors are discussed, specifically which psychosocial issues and skills should be the focus of counseling at each stage of talent development and what counselors can do to support the development of gifted students. [ABSTRACT FROM AUTHOR]

Over a decade ago the UK government launched its gifted and talented education policy in England, yet there has been very little published research which considers how schools and teachers are interpreting and implementing the policy. By seeking the views of the gifted and talented co-ordinators (For ease of reference, the term gifted and talented (G&T) co-ordinator is used throughout the paper as a generic shorthand for the research participants who were either designated school gifted and talented co-ordinators or teachers or head teachers with responsibility for policy implementation) with responsibility for addressing the requirements of the policy, the study reported in this paper explored how primary schools in England responded to the policy. Drawing on data gathered using questionnaires with a national sample of primary schools as well as follow-up in-depth interviews with a sample of G&T co-ordinators, the authors report their findings. The study found that there was considerable unease about the concept of identifying and 'labelling' a group of pupils as 'gifted and talented'. G&T co-ordinators found it difficult to interpret the policy requirements and were responding pragmatically to what they considered to be required by the government. Curriculum provision for the selected group of gifted and talented pupils was patchy. The paper concludes by identifying a need for further professional development for teachers and by challenging the policy's over-emphasis on identifying and labelling gifted and talented pupils. We posit whether the gifted and talented education policy would have been better introduced and enjoyed greater success by leaving the identification of pupils to one side and by placing greater emphasis on developing effective learning and teaching strategies instead. [ABSTRACT FROM AUTHOR]

Learning in today's classrooms can be disconnected from students' real world experiences. Providing students the opportunity to address real-world problems may provide avenues for students to engage in their communities while developing academic skills and knowledge. Additionally, for students whose interests are piqued by the nature of their community's problems, these activities have the potential to offer students meaningful, motivating work in a supportive environment. This article explores how providing students with interest-based service-learning opportunities may help them develop and demonstrate gifted behaviors. In addition, methods for integrating student interests and service-learning projects are presented. © 2012 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

Parents play a key role in developing their children's academic motivation, and parents of children with gifts and talents also may face additional parenting challenges that are less commonly faced by parents of average-ability learners whose needs are more readily met in the school setting. School psychologists may be charged with addressing these issues, despite having little or no training on the needs of families of high-ability learners. We use the lens provided by the self-determination theory of motivation to consider how social-environmental climates created by parents can promote or impede the academic motivation of students with gifts and talents. © 2012 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

Curriculum is the framework around which much of students' school experience is structured; it represents expectations for growth and learning and demonstrates what is valued within the learning environment. The degree to which curriculum is motivating for gifted students depends in part on the individual student and how his or her goals and values align with those in the environment. This article explores the interplay between the school curriculum and the motivations of gifted students to engage with it. Key concepts include achievement goal orientation, challenge and meaningfulness in the curriculum, and boredom and interest, with attention to the interplay among all of these concepts. A summary of recommendations regarding appropriate curriculum for advanced learners is provided. © 2012 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

Perfectionism has been associated with a rigid adherence to impossibly high standards, an irrational importance on the attainment of these standards, and a tendency to overgeneralize failures. Researchers have primarily focused on how perfectionism predicts psychological adjustment; yet, recent research also indicates that perfectionism impacts students' achievement motivation. In this article, research on the relationship between perfectionism and achievement motivation in non-gifted students is reviewed. Conclusions about perfectionism and achievement motivation in non-gifted students will highlight directions for future research and implications for enhancing the achievement motivation of gifted students with perfectionism. © 2012 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

Although technology by itself may not be motivating, a relationship seems to exist between the opportunities that technology presents and motivation for gifted students. When technology use aligns with authentic or 'real-world' applications, motivation can be enhanced. This article explores the overlap between factors that have historically been shown to increase motivation and the unique affordances of technology tools to meet the needs of gifted and talented students. Some examples of this overlap include skills related to control and autonomy (e.g., time management, project management, and decision making about choices provided), challenge (e.g., perseverance and patience through hard work, proposing a project and following it through to completion), collaboration and cooperation (e.g., teamwork, people skills, social skills, anger management, and communication with students at other schools), curiosity (e.g., finding resources online, finding the work interesting, and learning new things), and recognition (e.g., the opportunity to communicate beyond the school walls, a 'real' product). © 2012 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

The seeming lack of motivation of many academically gifted students is an area of frustration and concern for many parents, teachers, and psychologists. This article explores two studies in which researchers designed interventions to improve academic achievement. Both interventions were created using the Achievement-Orientation Model. The first study matched the intervention to the student and found that the students' grades increased over the intervention period, t(45) = 2.56, p = .014, d = .38. Students using treatments linked to goal valuation and environmental perceptions showed the greatest academic grade growth; the self-efficacy and self-regulation groups showed little or no grade improvement. Building on the finding that goal valuation was important, the second study used a mixed-methods design to pilot an intervention focused on goal valuation and student autonomy. The results of this study were mixed, as the intervention appeared to help two of the three students. Although these studies offer further insight into possibilities for promoting academic achievement among gifted students, further research examining how to best support and foster academic achievement in underachieving gifted students is needed. © 2012 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

There has been limited focus among researchers on the nature and needs of gifted Native American students in the past 30 years, and the work that has been done frequently generalizes findings across Native American cultures. This article reviews recent literature on Native American youth and on gifted Native American students; examines the current condition of education in the Diné (Navajo) Nation through a sociocultural motivation lens and based on work with one tribal community on this reservation; calls researchers and educators to action and to recognize that, as with all ethnic groups, many individual cultures exist within Native American populations; and offers suggestions for education personnel. © 2012 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

An analysis of contemporary motivation theories reveals implications for gifted and talented students. The expectancy-value framework, intrinsic-extrinsic motivation theories, goal orientations, self-efficacy and other self-perceptions, and attribution theory are described and discussed with respect to implications for the psychology and education of gifted and talented students. Illustrative empirical research on motivation and gifted students is presented, and a model of classroom motivation factors is provided as a practical structure within which to consider instructional practices with this population. © 2012 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

Your college then determines your medical school, and your medical school determines your residency. Many prefer the term bias as opposed to prejudice. This gritty student will also make the lab a better place by militating pedigree biases of those (s)he works with (6). [Extracted from the article]

An introduction is presented in which the issue's theme of motivation in gifted students and content including articles on gifted Native American students, interventions to increase motivation, and the role of interest in motivation are discussed.

An introduction is presented in which the editor discusses various articles within the issue on topics including gifted education, influence of gender stereotypes on identity development and microaggressions experienced by gifted individuals.