In line with various articles on the real and supposed distinctions between gifted men and women, this piece specifically focuses on subjective and difficult-to-measure aspects. The emotional and affective differences between gifted men and women are shaped by biological, psychological, social, and cultural factors and profoundly influence how these individuals perceive the world, manage their emotions, and interact with their environment. However, many of these observations do not always account for three essential variables necessary to understand the potential gap we attempt to address in this article: education, environment, and the individual's evolution over time. How can we think that these traits are innate, stable over time, and not linked to upbringing, societal roles, and, above all, that they have no implications, greater or lesser, in the development of emotional capacities?

In collective thought, and despite feminism's contribution to a more egalitarian society, some elements remain undeniable: men are strong, they defend their families, go to war, and until very recently, showing emotions was not valued. On the other hand, women are more sensitive, empathetic, and patient because they take care of the children's education and the family. This is not tied to an outdated patriarchal concept; it is an anthropological truth that has persisted for thousands of years, which some prominent feminist figures in the United States have never denied. A quote from a committed feminist that I find full of lucidity and relevance on the topic of emotional education:

Gloria Steinem, a feminist, journalist, editor, publisher, documentary filmmaker, and essayist, is a major figure in the second-wave feminist movement: "We’ve begun to raise daughters more like sons... but few have the courage to raise our sons more like our daughters."

This quote carries an incredible depth. And is all this really specific to High IQ or giftedness ? Of course not.

Now that the context is clear, what do we observe?

Emotional Sensitivity and Empathy

Empirical data suggests that gifted women tend to display more pronounced emotional sensitivity and empathy than their male counterparts. The study by Haier et al. (2005) shows neurobiological differences that affect problem-solving without differences in cognitive efficiency. Men exhibited greater activation in brain regions associated with spatial reasoning and motor skills, while women showed greater activation in regions related to emotional processing and verbal skills.

When we combine this with anthropological observations and education, it could explain their tendency to be more sensitive to others' emotions and express their own feelings more openly.

On the other hand, gifted men can also exhibit great emotional sensitivity, but they tend to manifest it differently. They may be more reserved in expressing their emotions, often in line with cultural norms that value emotional restraint in men (ScienceDaily). However, when they feel confident or are given the freedom to do so, they can express their emotions intensely and deeply, often through intellectual or creative activities.

Stress and Emotion Management

Differences in stress and emotion management between gifted men and women have also been discussed. Gifted women, when faced with stressful situations, are more likely to seek social support by discussing their concerns with friends or loved ones. This tendency is reinforced by social norms that encourage women to be more emotionally open.

Gifted men, on the other hand, may prefer more introspective stress management strategies, such as personal reflection or engaging in intellectual or physical activities to divert their attention from stressors. This difference can be explained by cultural expectations that encourage men to be independent and solve their problems on their own.

Manifestations of "Overexcitabilities"

Kazimierz Dabrowski introduced the notion of "overexcitabilities," which manifest differently in gifted men and women. Gifted women often show more visible emotional overexcitabilities, characterized by high emotional intensity, strong empathy, and an ability to connect deeply with others. Gifted men, on the other hand, may exhibit more pronounced intellectual overexcitabilities, reflected in a passion for learning, a love of complex ideas, and an ability to deeply immerse themselves in intellectual interests, which can also include an interest in human relationships, emotions, and intuition, though this is less common.

Sociocultural Factors and Gender Expectations

The differences observed in the emotional and affective experiences of gifted men and women cannot be fully understood without considering sociocultural factors and gender expectations. As explained in the introduction, gender norms in education influence not only how emotions are expressed and perceived but also how gifted men and women are supported in their personal and professional development.

Gifted women may face stereotypes that push them to suppress their ambition or conform to traditional roles, while men may feel compelled to hide their emotional vulnerability to conform to expectations of strength and independence.

These differences highlight the importance of an individualized approach to supporting gifted individuals, one that considers the specific needs and unique challenges each gender may encounter. By recognizing and honoring these differences, we can better support gifted men and women in their quest for personal and professional fulfillment without resorting to specific gendered offerings.

References

1. Vanderbilt University. "Gifted men and women define success differently, 40-year study finds." ScienceDaily. November 19, 2014. https://www.sciencedaily.com/releases/2014/11/141119101700.htm
2. Beyond High IQ: Why Giftedness Is Not Just a Number | Psychology Today. https://www.psychologytoday.com/intl/blog/living-with-emotional-intensity/202407/beyond-high-iq-why-giftedness-is-not-just-a-number
3. Frederickson, N. (2002). Giftedness and Gender: An Overview of Some Important Issues. Educational Psychology, 22(1), 111-129.
4. Cross, T. L. (2011). The Social and Emotional Lives of Gifted Kids: Understanding and Guiding Their Development. Prufrock Press.
5. Neihart, M., Reis, S. M., Robinson, N. M., & Moon, S. M. (Eds.). (2002). The Social and Emotional Development of Gifted Children: What Do We Know? Prufrock Press.