The issues surrounding the identification of culturally diverse gifted students have received greater attention in recent years, and several points seem clear. The multidimensionality of peer pressure in adolescence. ; Christopher Columbus, an explorer, and discoverer of new lands.Primarily home-schooled. Butler-Por, N. (1987). In K. A. Heller, F. J. Monks, & A. H. Passow (Eds.) She found that parents frequently oppose each other when disciplining their children. The findings suggest that achieving proficiency in English is a necessary, but not sufficient condition for Latino students to succeed in American schools, (p. 86) The documented effectiveness of most interventions designed to reverse underachievement in gifted students has been inconsistent and inconclusive (Emerick, 1988). Distinguishing exactly what constitutes a discrepancy between ability and achievement also poses challenges. Gifted individuals have learning differences, including divergent thinking, quirky humor, and a penchant for Whitmore (1980) designed and implemented a full-time elementary program for gifted underachievers. The Schoolwide Enrichment Model: A comprehensive plan for educational excellence. In D. H. Schunk & B. J. Zimmerman (Eds. In L. K. Silverman (Ed.). Successful students received support and encouragement from each other and from supportive adults, including teachers, guidance counselors, coaches, and mentors. Since the identification of gifted underachievers depends on defining both underachievement and giftedness, discussing criteria for identification is no less complicated. Risk and resilience: Contextual influences on the development of African American adolescents. WebThe purpose of this study was to examine whether gifted achievers and gifted underachievers differ in their general academic self-perceptions, attitudes toward school, attitudes toward teachers, motivation, and self-regulation, and goal valuation. Understanding Underachievement In contrast, students who underachieved had developed neither a strong belief in self nor the resilience to overcome negative experiences with their families, their schools, and their communities. The manifestation of underachievement may reflect a mismatch between the student and the curriculum. The remainder of this article assumes that underachievement exists and merits attention and research; however, the authors recognize that even this most fundamental concept evokes value judgments and debates. Emerick, L. J. Participants in Emericks study perceive that out-of-school interests and activities, parents, development of goals associated with grades, teachers, and changes in selves had a positive impact on achievement. Researchers proposing definitions in this category make no attempt to explicitly define or measure potential. Psychology in the Schools, 17, 395-399. Many of these studies have found qualitative differences between gifted achievers and gifted underachievers. Students who are required to repeat grade levels or courses are rarely singled out as a result of low standardized achievement test scores. Do students underachieve because they come from families in conflict? Too often, for no apparent reason, students who show great academic promise fail to perform at a level commensurate with their previously documented abilities, frustrating both parents and teachers (Whitmore, 1986). WebCharacteristics of gifted underachievers. Other research also suggests that students who are more involved in extracurricular activities (Colangelo et al., 1993; Reis et al., 1995) are less likely to be underachievers. 2 In addition, researchers should incorporate the knowledge gained from social cognitive theory to combat underachievement (Dai, Moon, & Feldhusen, 1998; Schunk, 1998 Zimmerman, 1989). Peer relationships impact adolescent behavior (Brown, 1982; Clasen & Brown, 1985; Reis, Hebert, Diaz, Maxfield, and Ratley (1995) found that high-achieving peers had a positive influence on gifted students who began to underachieve in high school. New York: Teachers College Press. The most common component of the various definitions of underachievement in gifted students involves identifying a discrepancy between ability and achievement (Baum, Renzulli, & Hebert, 1995a; Butler-Por, 1987; Dowdall & Colangelo, Do schools that differentiate instruction for high-ability students have fewer, incidences of underachievement? Curriculum compacting: A guide for teachers. ), Underachievement (pp. Psychological Bulletin, 111 (1), 127-155. Interventions aimed at reversing gifted underachievement fall into two general categories: counseling and instructional interventions (Butler-Por, 1993; Dowdall & Colangelo). What exactly is an underachiever, and why are there so many of The range of characteristics ascribed to gifted underachievers by numerous authors are summarized in Table 5 and Table 5 (continued). Profoundly gifted individuals (1997). Giftedness (also called talented and gifted or TAG) is primarily determined through testing, which is often conducted by school districts. 11-12). The construct of underachievement in gifted students differs across cultures. In a qualitative study of this intervention technique, five major features of the Type III enrichment process contributed to the success of the intervention. These interventions should probably involve counseling and some form of curriculum modification or differentiation. Mansfield Center, CT: Creative Learning Press. Criteria for identifying gifted underachievers should include a method for determining observable discrepancies between ability and achievement. The estimated correlation between IQ scores and estimated GPA is approximately .5 (Neisser et al., 1996). In addition, many professionals add a temporal dimension to the identification procedure (Mandel & Marcus, 1995). Defining achievement is even more problematic. (Rev. WebGifted underachievers : a review of the past and present with implications for the future Abstract The academic underachievement of gifted students has perplexed educators, In general, these students display high verbal expressive ability and good conceptual understanding concurrent with significant academic underachievement and frustration or a lack of motivation (Crawford & Snart 1994). (1983). Twice Exceptional The extent and effects of peer pressure among high school students: A retrospective analysis. Hinshaw, S. P. (1992b). -- Eds. Or, can we see the forest for the trees? Frasier, M. M., & Passow, A. H. (1994). Gifted Child Quarterly, 32, 353-358. In N. Colangelo & G. A. Davis (Eds. Bulletin of the Pennsylvania Association of Gifted Education, 1-7. English language proficiency in school tends to improve across generations of immigrants, but test scores, grades, and other forms of educational achievement do not, especially among Latinos (Rumberger & Larson, 1998 Rumberger and Larson found that.