Abstract
This article attempts to explain the value of simulation gaming for changing attitudes of gifted students concerning sex roles. Since there is considerable evidence to show that sex role stereotyping plays a part in limiting gifted females from making fullest use of their abilities, efforts are needed to assure that students are released from these restrictions. Attitudes are changed through role playing, especially when individuals improvise, reformulate ideas, and insert their own arguments. Therefore, simulation gaming has considerable potential for reducing, altering, and changing attitudes concerning sex role limitations, since gaming involves devising plans and motivating appeals, in addition to role playing, negotiating, bargaining, and decision making. Teaching with simulation gaming also has potential for exercising higher level cognitive thinking processes. The potential to adopt, adapt, or create a game helps to make this teaching tool even more efficacious for use with gifted students.
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