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MYTHS AND STEREOTYPES - Colangelo

These myths are from an article "36 Myths and Stereotypes of Gifted Students: Awareness for the Classroom Teacher"  by Nicholas Colangelo

Stereotyping The Gifted

Below are some common myths and stereotypes about gifted students. Each stereotype is answered by fact. It should be noted that the beliefs are often directly contrary to the facts.

• Stereotype: Gifted children are generally weak and sickly.
• Fact: Gifted children actually tend to be physically stronger, have fewer illnesses and generally exceed their age-mates in height and weight.

• Stereotype: The gifted child is different or "odd".
• Fact: Studies indicate that gifted youngsters are highly stable. In fact, teachers have often failed to identify gifted youngsters because they seem so "normal".

• Stereotype: Gifted students are white, middle class youngsters.
• Fact: Gifted children are found in all ethnic cultural and religious groups, and they are included in all socio-economic classifications.

• Stereotype: The gifted child is a bookworm, wears glasses and does not participate in normal children's activities.
• Fact: Most gifted are good readers, but they engage in many types of activities and have many interests. Some actually need remedial help in reading.

• Stereotype: Gifted youngsters are enthusiastic about school.
• Fact: While many gifted youngsters are enthusiastic about school, others are bored and some drop out.

• Stereotype: Gifted students have no emotional difficulties.
• Fact: Gifted students do have counselling needs especially in the area of building self-esteem.

• Stereotype: Teachers need no special training for working with gifted students.
• Fact: Teachers with at least minimal awareness and knowledge of good gifted education practises have been more responsive and effective with these youngsters.

• Stereotype: Gifted students will be successful whether or not they receive special attention.
• Fact: This is one of the most debilitating myths. These youngsters do need special attention and have been responsive to programs tailored to meet their needs. Unfortunately, we cannot measure the talent loss of all those students who could have developed more of their high potential if they had been given the opportunity.

• Stereotype: Teachers can readily recognize which children are gifted.
• Fact: Teachers without any training in the area of gifted are only 50% (ie. no better than chance) effective in identifying gifted.

• Stereotype: Gifted students do not have learning disabilities.
• Fact: Some gifted students do have learning disabilities, yet are extremely capable in other areas.

• Stereotype: Teachers like gifted students.
• Fact: Generally teachers do not like gifted students in their classes. This seems to be mostly due to challenges and misbehaviour of gifted when bored.

• Stereotype: Parents of gifted understand their children.
• Fact: Parents of gifted, like parents of other exceptional children, are often anxious and confused because their child is not "normal".

• Stereotype Gifted children can be identified by I.Q.
• Fact: I.Q. tests are culturally biased. Also, I.Q. tests do not determine characteristics of creativity, artistic abilities or leadership potential.

• Stereotype Gifted students are successful in school.
• Fact: Many gifted students do not perform well academically either because they are bored or purposely do poorly to conform to peer pressure.

• Stereotype Grouping gifted children will lead to elitism or snobbishness
• Fact: There is no evidence that recognizing or grouping students by ability leads to elitism

• Stereotype Gifted students with the same I.Q. have similar interests and abilities
• Fact: Gifted learners are not homogeneous group. Students with the same high abilities differ in the unique expression of their talents.

• Stereotype Gifted children who are accelerated in school (skip grades) do not adjust socially.
• Fact: Gifted students who skip grades generally adjust very well socially.

See more Myths and Stereotypes on the next page: