Through the Eyes of Their Teachers: Stereotypes of Gifted Pupils

Abstract

Teachers of the gifted enrolled in a master's program in gifted education responded to instruments designed to elicit their attitudes toward gifted children. Prior to the program their perceptions of “the typical gifted child” and “the most gifted individual whom I have taught” were highly similar. After the program, similar ratings of “the typical gifted child” and a specific pupil with whom they worked during the summer practicum were much more diverse, suggesting that they were tending to a clearer perception of individuals. They did, however, show several trends which tended to indicate the existence of certain stereotypes. In particular, there was a strong tendency to describe gifted girls in a considerably more favorable manner than gifted boys. Older pupils also tended to be described more unfavorably than younger ones (under 12 years).