ERIC Number: EJ1405147
Record Type: Journal
Publication Date: 2024
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0574
EISSN: N/A
Elementary-Age Gifted Males' Self-Perceptions of Giftedness and School Practices
Journal of Education, v204 n1 p44-57 2024
Utilizing Marsh's frame of reference theory, this article seeks understanding about boys' perceptions of giftedness and how academic and social self-perceptions are influenced by gender and ability practices. The literature proposes that gender and ability perspectives influence how boys construct their self-perceptions and how teachers develop stereotypes of male students who are identified as gifted and talented. The findings reveal that the conceptualizations of giftedness contribute to gifted boys developing healthy self-perceptions and influence the complexities of instructional design for gifted learners. The findings also suggest that schools should encourage spaces for students' voices to be heard through inclusive curriculum design.
Descriptors: Elementary School Students, Academically Gifted, Males, Self Efficacy, Gender Differences, Academic Ability, Instructional Design, Inclusion
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A