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10 Mar 09
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"Society identifies the gifted child with high intelligence and is often hasty to identify this intelligence with specific subjects, especially exact or prestigious sciences. The maturing children are quick to adopt this identity, renouncing the process of building self-identity," said Dr. Inbal Shani of the University of Haifa, who carried out this study under the supervision of Prof. Moshe Zeidner.
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The researchers pointed out that as soon as students are defined as gifted, they are entered into special educational programs. This process causes them to feel that they excel in the academic field and therefore they strive to meet the expectations set for them in the programs built specially for them. This is particularly prominent in those classes that participate in intensive daily programs fostering gifted children.
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She added that it is likely that applied science tracks are adjusted for the maturing gifted, and it could be that many of these youths would have chosen them regardless of the social labeling; but the problem is that they do primarily tend to choose their professional identity based on the social expectations. "It is a paradox: It is the gifted - who are often multi-talented - who tend to limit the realization of those very talents into specific fields. Instead of selecting from many options open to them, they limit themselves to applied or prestigious subjects," she said.
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03 Mar 09
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