In a previous article, we conducted a thorough review of current scientific research on giftedness to determine what might be specific to females. While this research was not exhaustive, it allowed us to observe that these scientific studies provide clear perspectives on the distinction and unique experiences that gifted girls face, particularly related to contextual factors.

Their results often contrast with the simplified representations found in specialized and popular literature or in popular works, which often offer distorted representations of gifted girls, influencing public perception of their experiences and successes. Some authors and supporters emphasize the importance of defining their specific needs for an audience of gifted individuals who, regardless of gender, sometimes suffer from image or recognition issues. Indeed, creating a need is the best way to develop a niche market, but I will explore this in a future article.

These theories and representations are also based on the experience and observations of their authors, leading to questions about sampling biases and confirmation biases, and how these and other variables have been "controlled." This does not mean they do not raise relevant points to consider, but it is necessary to compare them with the other article on what current science says about the distinction between male and female giftedness.

I now present a range of works by recognized authors, without questioning their experience, legitimacy, or the origin of their statements.

Silverman (1993) In "The Gifted Girl: A Study of the Social and Emotional Development of Gifted Girls," Silverman examines in depth the emotional and social experiences of gifted girls. She documents aspects such as perfectionism, anxiety, and social isolation, which can be exacerbated by high societal expectations. Silverman notes that these emotional aspects are often minimized due to the high academic performance of girls, leading to insufficient recognition of their difficulties (Silverman, 1993, pp. 138-142). By exploring these dimensions, Silverman shows how societal expectations influence the perception and management of the abilities of gifted girls. She emphasizes the importance of recognizing their specific emotional needs for balanced development, highlighting that academic success should not mask underlying emotional problems. Silverman advocates for a better understanding and more appropriate support for gifted girls to promote their overall well-being.

Neihart (1999) In "The Social and Emotional Development of Gifted Children," Neihart deconstructs the myth that gifted girls are inherently more emotionally balanced than boys. She emphasizes that gifted girls face significant emotional experiences similar to those of boys, often amplified by societal expectations specific to girls, such as perfectionism and the pressure to conform to traditional gender roles (Neihart, 1999, pp. 72-80). Neihart highlights the importance of creating supportive environments that consider these specific experiences. She proposes strategies for parents and educators to better meet the emotional needs of gifted girls, emphasizing the need for adequate emotional and psychological support. Neihart concludes that recognizing and understanding the emotional challenges faced by gifted girls are essential for their full development.

Siaud-Facchin (2011) In "Trop intelligent pour être heureux?" Siaud-Facchin explores the experiences encountered by gifted individuals, particularly girls. She describes how societal pressures specific to girls can exacerbate aspects such as anxiety, perfectionism, and social integration difficulties. Siaud-Facchin explains that these experiences are often ignored due to biased perceptions that gifted girls should naturally be happier and better adapted due to their exceptional skills (Siaud-Facchin, 2011, pp. 85-95). She examines the psychological impacts of female giftedness and proposes approaches to better support them. She emphasizes the importance of a holistic approach, considering emotional and social aspects to improve the quality of life for gifted girls. Siaud-Facchin calls for more nuanced recognition and tailored interventions to meet their specific needs.

Judy Galbraith (2000) In "The Gifted Kids Survival Guide: A Teen Handbook," Galbraith presents the experiences of gifted children, including girls, in an accessible manner. She provides practical advice for managing high expectations. However, the book can reinforce stereotypes by presenting gifted girls as more suited to the arts than to sciences, which can limit the recognition and support of their skills in scientific fields (Galbraith, 2000, pp. 45-60). Galbraith proposes strategies to help gifted children navigate their school and social environments. She addresses themes such as stress management, setting realistic goals, and developing social skills. Although the book is a valuable resource for children and their parents, it sometimes lacks nuance regarding the diversity of talents and interests of gifted girls.

Roald Dahl (1988) In "Matilda," Dahl depicts a young gifted girl who excels academically but suffers from social isolation. Although this book is popular and well-liked, it raises questions because it reinforces the idea that gifted girls are solitary figures, neglecting the diversity of social and emotional experiences they actually encounter. The character of Matilda, often portrayed as isolated and misunderstood, can lead to a stereotyped view of the experiences of gifted girls (Dahl, 1988, pp. 12-25). Dahl uses Matilda's character to explore themes of resilience, intelligence, and injustice. While Matilda eventually finds support and understanding from Miss Honey, the book highlights the difficulties that gifted children may face in unsupportive environments. Matilda is an emblematic figure of the struggle for recognition and support for exceptional talents, but her story can inadvertently reinforce simplistic ideas about the experiences of gifted girls, failing to show the full range of social and emotional realities and reinforcing the notion of a distinction that is not substantiated.

Kerry Cohen (2008) In "Smart Girls: A Guide to Being a Strong, Confident, and Happy Girl," Cohen addresses the experiences that intelligent girls are supposed to face. While the book provides useful advice for addressing societal expectations, it can also reinforce the idea that the problems of gifted girls are mainly related to societal expectations rather than specific intrinsic or emotional difficulties (Cohen, 2008, pp. 30-50). Cohen offers strategies to help girls develop self-confidence, manage social pressures, and assert themselves. She emphasizes the importance of empowerment and self-acceptance. However, by focusing primarily on societal expectations, the book risks neglecting the internal and emotional complexities that gifted girls may experience. Cohen encourages girls to be proud of their talents and pursue their passions despite obstacles, but it is crucial to also recognize the specific emotional needs that can accompany giftedness. But above all, one wonders why boys would not also have the same needs depending on individual contexts.

Adda (2012) In "Les enfants exceptionnels : comprendre et accompagner les enfants surdoués," Adda explores the specific experiences of gifted children in France, including girls. Adda highlights how societal expectations can limit the recognition of girls' skills in non-traditional fields like science and mathematics, and how these expectations influence their development and social integration (Adda, 2012, pp. 60-80). Adda also discusses educational policies and pedagogical approaches to support gifted children. She addresses the challenges related to identifying and supporting gifted children in the French educational system, emphasizing the importance of individualized teaching. Adda offers recommendations for parents and educators to better meet the needs of gifted girls, considering social pressures and gender stereotypes that can hinder their development. Her book is a valuable and relevant resource for understanding the complex dynamics of giftedness and promoting a more inclusive and equitable education.

Julie K. Smith (2009) In "The Gifted Child: Parenting and Educational Strategies," Smith offers advice for parents and educators of gifted children. She discusses how cultural perceptions influence expectations of gifted girls and how these perceptions can shape their development and aspirations (Smith, 2009, pp. 20-40). Smith examines educational practices and parenting strategies that can support their development. She emphasizes the importance of recognizing and valuing the skills of gifted girls in all fields, including those traditionally dominated by men. Smith proposes approaches to encourage self-confidence, autonomy, and resilience in gifted girls, while raising awareness among parents and educators about gender stereotypes that can limit girls' aspirations. She highlights the need for differentiated education and appropriate emotional support to enable gifted girls to fully flourish.

Nancy L. Kline (2010) In "The Smart Girls' Guide to Getting What You Want," Kline explores the experiences and opportunities for intelligent girls. She highlights how gender stereotypes can influence girls' aspirations and proposes strategies to overcome these obstacles (Kline, 2010, pp. 50-70). Kline offers practical advice to help girls identify and achieve their personal and professional goals. She addresses themes such as decision-making, managing interpersonal relationships, and developing leadership skills. By examining specific obstacles related to gender stereotypes, Kline encourages girls to defy traditional expectations and pursue their passions without compromise. She also provides exercises and activities to boost self-confidence and self-esteem. The book is designed as a practical and motivating guide for gifted girls, helping them navigate societal challenges and realize their full potential.

David G. Hargreaves (2001) In "Educating the Gifted: A European Perspective," Hargreaves examines how variations in educational policies influence the recognition and support of gifted girls in different European cultural contexts (Hargreaves, 2001, pp. 85-105). Hargreaves analyzes the pedagogical approaches and policy frameworks adopted by various European countries to support gifted children. He highlights best practices and common challenges in implementing educational programs. By comparing educational systems, Hargreaves identifies factors that contribute to better recognition and more effective support of the skills of gifted girls. His book offers an interesting comparative perspective on approaches and actions.

Barbara A. Kerr (2006) In "Gifted Children in Europe: A Cross-National Comparison," Kerr analyzes variations in the perceptions and treatment of gifted children in Europe. She highlights how European cultural contexts influence educational approaches and expectations of gifted girls, revealing significant differences in the support and recognition of their skills (Kerr, 2006, pp. 115-130). Kerr explores the cultural, social, and political factors that shape perceptions and experiences of gifted children in Europe. She examines the educational systems of several European countries, identifying policies and practices that promote or hinder the development of gifted girls. Kerr offers recommendations for improving the recognition and support of gifted girls, emphasizing the importance of inclusive and equitable educational contexts. Her comparative analysis provides valuable insights for educators, policymakers, and parents, aiming to promote better understanding and adequate support for talents.

Marylou Kelly Streznewski (1999) In "The Gifted Child: A Guide for Parents and Teachers," Streznewski also explores the perceptions of gifted children in a European context. She examines cultural variations in supporting gifted girls and how these variations influence their development and social integration (Streznewski, 1999, pp. 70-85). Streznewski addresses the specific challenges faced by parents and teachers in identifying and supporting gifted children. She emphasizes the importance of understanding cultural contexts and social dynamics that influence the experiences of gifted girls. By providing case studies and practical examples, Streznewski proposes strategies for creating educational and family environments that foster the optimal development of gifted girls' skills. Her book is an essential resource for parents and professionals, offering practical advice and perspectives for supporting gifted children in various cultural contexts.

As we have seen, the authors share ideological consensus and broadly address the same subject in the same way. This is also the case with general literature on gifted individuals, which, admittedly, renews very little, except for Carlos Tinoco's approach, which cannot be integrated into the subject of this article. Unless I have omitted or missed some research, I do not think he makes such a distinction.

For readers who have not previously read the blog article on what science says about the question of male/female distinction, I will offer a summary below to provide an opportunity for a quick and enlightening comparison from a different perspective.

Persistent Myths and Their Origin

Myths Surrounding Academic Differences

Persistent myths regarding academic differences between genders are often based on stereotypes and unfounded generalizations.

Stoet and Geary (2018) In "The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education," Stoet and Geary reveal that performance differences between genders in academic fields are strongly influenced by cultural context and educational support. Their study analyzes data from over 80 countries and shows that girls' performance in mathematics can equal that of boys when educational environments promote gender equality. They conclude that educational policies and practices must be adjusted to encourage gender equality and support girls' academic performance in STEM (Stoet & Geary, 2018, pp. 850-860). Their work shows that in countries where gender equality is more valued and where girls benefit from equal educational resources, gender performance differences in STEM tend to disappear. Stoet and Geary stress the need to rethink educational structures and policies to encourage equitable participation of girls in scientific and technological fields.

Wai et al. (2010) In "Sex Differences in Mathematics and Science Achievement: A Meta-Analysis," Wai and colleagues show that performance differences in mathematics and science between genders are more related to social and cultural factors than innate abilities. The meta-analysis, covering several decades of research, indicates that girls are underrepresented in mathematics and science competitions due to a lack of encouragement and training rather than intrinsic differences in their abilities (Wai et al., 2010, pp. 642-657). They emphasize that educational environments and gender stereotypes play a crucial role in how girls perceive their abilities in mathematics and science. Wai et al. recommend specific educational interventions to encourage and support girls in these fields, including female role models, mentoring programs, and educational policies aimed at reducing gender bias.

Myths About Emotional Stability

Stereotypes about the emotional stability of gifted girls are often simplistic and do not reflect the complex realities experienced by these girls.

Neihart (1999) In "The Social and Emotional Development of Gifted Children," Neihart demonstrates that gifted girls are often perceived as emotionally stable, but this perception is incorrect. The study reveals that gifted girls, like their male counterparts, can suffer from significant emotional problems, such as anxiety and perfectionism, often amplified by specific societal expectations and pressures to conform to traditional gender roles (Neihart, 1999, pp. 70-90). Neihart highlights that high societal expectations of gifted girls can push them to mask their emotional difficulties, complicating the recognition and treatment of these problems. She proposes strategies for parents and educators to better support gifted girls, notably by creating open and understanding environments where they can freely express their emotions and receive the necessary support.

Stereotypes of Lesser Ambition

Stereotypes that gifted girls are less ambitious are often unfounded.

Reis and Callahan (1989) In "The Social and Emotional Development of Gifted Girls," Reis and Callahan reveal that the ambitions of gifted girls are not inferior to those of boys. However, these ambitions may be directed differently due to factors such as socialization and cultural expectations. The study shows that girls' career aspirations can be influenced by specific family and societal expectations rather than intrinsic limitations (Reis & Callahan, 1989, pp. 105-115). They discuss how gifted girls are often encouraged to pursue careers perceived as more "appropriate" for their gender, which can limit their choices and aspirations. Reis and Callahan advocate for greater recognition and support of the varied ambitions of gifted girls, emphasizing the importance of providing them with equal opportunities in all professional fields.

Eccles (2009) In "Gender Roles and the Development of Motivation and Achievement," Eccles studies how girls' career aspirations are shaped mainly by cultural and educational influences. The study examines how cultural expectations influence girls' ambitions and career paths, emphasizing that these influences are more determinant than innate limitations (Eccles, 2009, pp. 165-175). Eccles analyzes gender roles and their impact on the development of motivation and achievements of gifted girls. She shows that gender stereotypes can limit girls' aspirations from an early age, influencing their interests and confidence in their abilities. Eccles recommends educational and social interventions to encourage girls to explore a wide range of careers and pursue their ambitions without being limited by gender expectations.

Specific Psychological Challenges

The perception that gifted girls do not face specific psychological challenges is often incorrect.

Silverman (1993) In "The Gifted Girl: A Study of the Social and Emotional Development of Gifted Girls," Silverman contradicts the idea that gifted girls are exempt from psychological difficulties. The study reveals that these girls can experience high levels of anxiety, perfectionism, and social isolation, difficulties often ignored or minimized due to their high academic performance. These problems are exacerbated by societal expectations and pressures to maintain high standards (Silverman, 1993, pp. 138-145). Silverman emphasizes that the emotional needs of gifted girls are often neglected, which can worsen their psychological difficulties. She offers recommendations for parents and educators to better understand and support gifted girls, stressing the importance of creating educational and social environments that recognize and meet their emotional needs.

Conclusion

The literature reveals a significant gap between the observations and theories of authors or specialists in these matters and the scientific realities of female and male giftedness. The nature of the results shows that such a distinction cannot be supported. Persistent myths regarding academic and emotional differences between genders, as well as stereotypes about the ambitions and psychological challenges of gifted girls, are often based on generalizations and gender stereotypes. Studies show that the differences between female and male giftedness are minimal and largely influenced by socio-cultural factors.

It is crucial to continue research and challenge erroneous perceptions to promote a more nuanced understanding and adequate support for gifted individuals, regardless of their gender. It would also be interesting to put all this into perspective in the LGBTQ+ era. By recognizing the specific experiences faced by all gifted individuals and addressing the myths surrounding them, it is possible to foster a more relevant and inclusive educational and social approach.

References

• Adda, J. (2012). Les enfants exceptionnels: comprendre et accompagner les enfants surdoués. Editions Robert Laffont.
• Cohen, K. (2008). Smart Girls: A Guide to Being a Strong, Confident, and Happy Girl. American Girl Publishing.
• Dahl, R. (1988). Matilda. Jonathan Cape.
• Eccles, J. S. (2009). Gender Roles and the Development of Motivation and Achievement. In Handbook of Motivation at School (pp. 165-175). Routledge.
• Galbraith, J. (2000). The Gifted Kids Survival Guide: A Teen Handbook. Free Spirit Publishing.
• Hargreaves, D. G. (2001). Educating the Gifted: A European Perspective. Routledge.
• Kerr, B. A. (2006). Gifted Children in Europe: A Cross-National Comparison. Routledge.
• Kline, N. L. (2010). The Smart Girls' Guide to Getting What You Want. Smart Girls Publications.
• Neihart, M. (1999). The Social and Emotional Development of Gifted Children. In The Social and Emotional Development of Gifted Children (pp. 70-90). Routledge.
• Reis, S. M., & Callahan, C. M. (1989). The Social and Emotional Development of Gifted Girls. In Handbook of Gifted Education (pp. 105-115). Allyn & Bacon.
• Silverman, L. K. (1993). The Gifted Girl: A Study of the Social and Emotional Development of Gifted Girls. Gifted Child Quarterly, 37(3), 138-145.
• Smith, J. K. (2009). The Gifted Child: Parenting and Educational Strategies. Academic Press.
• Siaud-Facchin, M. (2011). Trop intelligent pour être heureux ?. Odile Jacob.
• Streznewski, M. K. (1999). The Gifted Child: A Guide for Parents and Teachers. Prentice Hall.
• Stoet, G., & Geary, D. C. (2018). The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education. Psychological Science, 29(3), 850-860.
• Wai, J., Lubinski, D., & Benbow, C. P. (2010). Sex Differences in Mathematics and Science Achievement: A Meta-Analysis. Psychological Bulletin, 136(3), 642-657.