Giftedness and Moral Promise

Roeper, Annemarie; Silverman, Linda Kreger

doi:10.1007/978-0-387-89368-6_19

Cited by 30 publications

(30 citation statements)

References 18 publications

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“…These results are consistent with the revised literature that reinforced the link between the social perception, gender socialisation, and the gender of work (Eilman & Saruwatari, 1979;Silverman, 1995;Roeper & Silverman, 2009). This study empirically validates a triple discrimination phenomenon that characterises women who possess talent, feminine traits, and physical attractiveness.…”

Section: Discussion and Further Researchsupporting

confidence: 92%

Gender-Bias and Its Impact on the Perceived Professional Success of Exceptionally Talented Women: A Group Decision-Making Study

Infante¹,

Bairamova²

2018

UCFL

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Studies on intellectual giftedness highlight a strong gender discrimination tendency in the case of gifted females both in detection and in their further academic support. The relationship between gender roles and their influence on gender-biased attribution of success is considered. Influenced by gender socialization processes, the closer to fulfill the pre-assigned gender role a female is, the weaker the social perception of her as being potentially gifted is, regardless of her age, personal vocation, and/or actual talent. To support this idea, 128 respondents clustered in focus groups were asked to suggest suitable career pathways for four concocted women based on their personal and academic profiles, where only two of them perfectly matched the preconceived expectations of feminine gender role (i.e., feminine traits and attractiveness). Additionally, four male profiles were also provided for comparison purposes. It became apparent that gifted women, who live up to the stereotypical ideals associated with their gender, are underrated, discouraged from their vocations, and even misperceived as unapt. However, perception of gifted men was not influenced to the same degree by whether or not they embody their masculine gender traits.

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Section: Discussion and Further Researchsupporting

confidence: 92%

Gender-Bias and Its Impact on the Perceived Professional Success of Exceptionally Talented Women: A Group Decision-Making Study

Infante¹,

Bairamova²

2018

UCFL

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“…Moreover, they feel helplessness and weakness since they see that they do not have the strength to change many things and thus they feel discomfort. They feel anxious regarding all issues such as peace, mortal weapons, their future, the environment and all other problems faced (Roeper & Silverman, 2009). When the issues are evaluated after acquiring the study results; it was observed that demands for the solution of universal and ethical issues such as hunger, war, global warming, and environmental problems have been reported more in the gifted children group in comparison with the other two groups.…”

Section: Discussionmentioning

confidence: 99%

“…According to the results of current studies on the moral development of gifted children, it has been determined that gifted children are different in comparison with normal developing children with regard to physical, emotional and intellectual developments as well as moral development. Majority of the studies carried out in this field determined that the moral interests of children develop at an earlier age and in a more distinctive manner in comparison with their peers depending on their intelligence levels (Roeper & Silverman, 2009). This moral development brings with it the sense of justice.…”

Section: Discussionmentioning

confidence: 99%

The Interest Issues of Gifted Children

Bildiren

2018

WJE

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Gifted and talented children show differences in many respects compared to normal developing children. It is expected that these differences may also arise in daily life of all these children. In this research, it is aimed to investigate that whether the responses of three wishes questions of the gifted and talented and normal developing children differ or not. The sample of the study consisted of 54 gifted, 28 talented, and 46 normal developing children. Quantitative and qualitative research methods have been used together in the research. The main research question was as follows: "What would you wish if you had three wishes". Received responses were coded and analyzed by chi-square test according to the response types of children with gifted, talented, and normal developing children. As a result of the research, it was determined that the answers given by the gifted, talented, and normal developing children to the three right wishes differed.

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“…Empati, bilişsel anlayış, adalet duygusu, sorgulama yeteneği, alternatif çözümler üretebilme yeteneği gibi özelliklerin bütünü ahlaki yargıda rol oynar. Özel yeteneklilerin bu özelliklere sahip oldukları için, yüksek düzeyde ahlaki gelişim göstermeleri söz konusudur (Roeper & Silverman, 2009). İlgili alanda benzer çalışmalar sonuçlarıyla özel yeteneklilerin ahlaki geliştirmelerinin akranlarına göre daha gelişmiş olduğu düşüncesini desteklemektedir (Derryberry, Wilson, Snyder, Norman & Barger, 2005;Karnes & Brown, 1980;Janos & Robinson, 1985;Rest, 1994;Ruf, 2009).…”

Section: Tartişma Ve Sonuçunclassified

“…Bu çocukların diğer insanlara değer verdiği ve acılarını hafifletmeye çalışırken adalet ve eşitlik gibi soyut kavramlar konusunda aşırı duyarlı oldukları görülmüştür (Lovecky, 1997). Bazı araştırmacılar ahlaki duyarlılığın zekâ ile arttığını öne sürmektedir (Roeper & Silverman, 2009). Nitekim gerçekleştirilmiş birçok deneysel araştırmaya göre, özel yetenek ile yüksek ahlaki muhakeme pozitif korelasyon eğilimindedir (Räsänen, Tirri & Nokelainen, 2006).…”

Section: Introductionunclassified

Özel Yetenekli̇ Ve Normal Geli̇şi̇m Gösteren Öğrenci̇leri̇n Ahlaki̇ Ki̇mli̇k Ve Özgeci̇li̇k Düzeyleri̇ni̇n İncelenmesi̇

Özbey¹,

Karduz²

2018

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Bu çalışmanın temel amacı, özel yetenekli ve normal gelişim gösteren öğrencilerin ahlaki kimlik ve özgecilik düzeylerini karşılaştırmaktır. Bir diğer amaç ise özel yetenekli öğrencilerin ahlaki kimlik ile özgecilik düzeyleri arasındaki olası ilişki düzeyini saptamaktır. Çalışmada, ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma grubunu İzmir ilinde uygun örnekleme ile seçilmiş üç yüz otuz üç (% 74.8) normal öğrenci ve yüz on iki (% 25,2özel yetenekli olmak üzere toplamda 445 öğrenci oluşturmaktadır. Öğrencilerin 220'si (% 49.4) kız, 225 (%51.6) erkektir. Veri toplamak amacıyla Ahlaki Kimlik Ölçeği ile Özgecilik Ölçeği kullanılmıştır. Veriler analiz edilirken t testi, Pearson momentler çarpımı korelasyon analizi ve regresyon analizi kullanılmıştır. Araştırmada t testi sonuçlarına göre özel yeteneklilerin ahlaki kimlik düzeyleri ile özgecilik düzeyleri normal öğrencilerden istatistiksel olarak anlamlı şekilde yüksek çıkmıştır. Pearson korelasyon analizi sonucunda özel yetenekli öğrencilerin ahlaki kimlikleri ile özgecilik düzeyleri arasında istatistiksel olarak anlamlı ve pozitif yönde bir ilişki bulunmuştur. Regresyon analizi sonucunda özel yetenekli öğrencilerin ahlaki kimliklerinin özgecilik düzeylerini istatistiksel olarak anlamlı şekilde yordadığı görülmüştür.

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Giftedness and Moral Promise

Cited by 30 publications

References 18 publications

Gender-Bias and Its Impact on the Perceived Professional Success of Exceptionally Talented Women: A Group Decision-Making Study

Gender-Bias and Its Impact on the Perceived Professional Success of Exceptionally Talented Women: A Group Decision-Making Study

The Interest Issues of Gifted Children

Özel Yetenekli̇ Ve Normal Geli̇şi̇m Gösteren Öğrenci̇leri̇n Ahlaki̇ Ki̇mli̇k Ve Özgeci̇li̇k Düzeyleri̇ni̇n İncelenmesi̇

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