Frequently Asked Questions (FAQs) about giftedness in early childhood


Is giftedness related to gender or ethnicity?

In principle, all children can demonstrate high ability, regardless of their social or cultural background or their gender. In reality, however, a disproportionately large number of children from educationally advantaged and/or higher income families without a migration background are found in programs for gifted children. In addition, gifted girls are less likely to be identified than gifted boys. There are many reasons for this. The subjective attributions and different expectations of parents and educators play a significant role. In many cases, children from educationally disadvantaged or low-income families, as well as children with a migration background, are considered to be less likely to succeed, in some cases despite comparable or better performance than their peers. In particular, limited language skills can lead to an underestimation of cognitive abilities. Outstanding academic achievement by girls is more frequently attributed to hard work and effort than is the case with boys, who are more likely to be seen as possessing a special talent for comparable achievements. Furthermore, gifted boys who do not feel sufficiently challenged are more likely than girls to exhibit problematic behavior. As a result, boys are more often referred to counseling centers and thus more often identified as being gifted.


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