UQE97

Resources
Evidence of
Mastery
Learning Options
and Activities
Guiding
Objectives
Kerr, B. (2000). Gender and genius.
The College of William & Mary, Center
for Gifted Education. Retrieved from
http://www.gt-cybersource.org/Record.
aspx?NavID=2_0&rid=11379
Cantor, D. W., & Bernay, T. (1992).
Women in Power—The Secrets of
Leadership. Boston: Houghton Mifflin.
In J. A. Castellano (Ed.), Special Populations
in Gifted Education: Working
with Diverse Gifted Learners. Boston:
Pearson Education Inc.
A model
list of
affirmations
developed
to assist
gifted
learners
create
positive
thoughts to
guide their
own lives.
Demonstrate
knowledge
of how
gender
issues
can affect
achievement
and
aspirations
of gifted
students.
(GT1K7)
Topic 13
Key
Questions
Why do
special
populations of
female/male/
homosexual
gifted students
need unique
considerations
for
programming
and curricular
options?
Gender Matrix
Topic 13, continued
Hebert, T. P., & Olenchak, F. R. (2000,
Summer). Mentors for Gifted Underachieving
Males: Developing Potential
and Realizing Promise. Gifted Child
Quarterly, 44(3).
In small groups, participants should
discuss the needs of females from
families in which few have completed
their education or gained
steady employment. After interviewing
25 successful female politicians,
Cantor and Bernay (1992) identified
5 messages these women received
from significant figures early in life:
1.You are loved and special.
2.You can do anything that you
want to do. 3. You can use and
enjoy your creative aggression
and still be feminine. 4. You can be
courageous and take risks.
5. You are entitled to dream great
dreams.
Further examples of affirmations
can be found in The Self-Talk
Solution. Using these ideas,
participants will write affirmations
to be used as a model for female
gifted students.
Special Populations Matrix Topic 13, continued
37
Hebert, T. P., & Olenchak, F. R. (2002).
Endangered academic talent: Lessons
learned from gifted first-generation
college males. Journal of College
Student Development.
Explore
the contribution
of
mentorships
in
their
education.
(GT10K1;
GT10S2)
Hebert, T. (2004). Managing His Image:
The challenge facing a gifted male.
Retrieved from http://www.sengifted.org/
articles_social/Hebert_managingHisImage.
shtml
(continued)
(continued)
Complete the activities described
in “Supporting Gender Identity
Development in Diverse Gifted
Students Through Mentorships.”
(Topic 13 HO 4)
(continued)