In the field of education, specialised programs for gifted students are paramount to ensuring an appropriately challenging and rigorous learning experience. Unfortunately, these programs are not always equitable. With regard to gifted girls, gender disparity and preconceived societal stereotypes of female students can inhibit girls’ access to such educational opportunities. This paper intends to dispel the misconception that gifted girls receive equitable access to gifted programs. This will be achieved through an evaluation of their characteristics, identification practices, and underachievement. Effective strategies will subsequently be proposed to address this prevailing issue in the field of gifted education.
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Keywords: gifted education, girls, gender stereotypes, identification, equity