Understanding the Stereotypes Against Gifted Students: A look at the social and emotional struggles of stereotyped students
Academic Leadership - Online Journal,
Vol. 8 No. 3 (2007): Vol-8-Issue-3-March-2007
Approximately 6% of students enrolled in schools in the United States, grades K-12, are classified as
‘gifted’ (NAGC, 2010). This estimates to roughly 3 million children who are of higher academic
achievability than average students. Among these gifted students, some struggle with behavioral,
emotional, and social development concerns. Their cognitive abilities set them apart from their peers.
Their exceptional abilities can cause anxiety, underachievement, and feelings of isolation from the
majority of other students. However, for many of these students, it is the stereotypes regarding
intelligence that has brought about their struggles, or perpetuated them. This paper will aim to describe
giftedness as it is recognized in today’s culture. It will explore the importance of understanding the
perspective of gifted children, and how this knowledge should be applied in the classroom for
educators. It will examine the stereotypes against gifted children, and the social and emotional
struggles which develop as a result of those notions. Finally, it will discuss the projected future studies
of development among the gifted.