Gifted Girls and the Humanities

Abstract

In recent years, attention has been drawn to differences between the school experiences of females and those of males. Although particular focus has been on conditions that contribute to attrition and underachievement of females in science and mathematics, similar conditions may exist in humanities classes. Specifically, students in English and history/social studies classes frequently encounter materials that are disproportionately by and about males and an overall classroom environment that is more supportive of males. All students need a curriculum that reflects the contributions of talented female authors, strong, active female characters, social activists, political and historical figures. Additionally, changes in the types of assignments, classroom organization, and teacher behaviors are necessary to address the needs of gifted girls in these courses by more adequately supporting their learning styles, preferences, and strengths. This article suggests appropriate modifications of humanities curricula to address these needs.

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