Intelligence is often perceived as a natural gift, an innate quality that manifests spontaneously in certain individuals. However, this perception is said to obscure complex social dynamics that shape how intelligence is perceived and developed, particularly in children categorized as "gifted." Léa Dousson's thesis, which inspired this article, explores how socialization within the family plays a crucial role in the construction of this "intellectual excellence." There are many generalizations stated in this thesis, elements that do not align with the current state of knowledge on the subject and are not substantiated, but more importantly, there are others that I believe cannot be taken seriously and constitute a significant statistical bias. For example, "Parents of HPI (high potential individuals) indeed have the financial means to enroll their children in multiple extracurricular activities during the year, as well as in camps or summer programs during vacations." It is obvious that this statement makes no sense and is certainly not true, even in the context of the "construction of a gifted child," because it is evident that giftedness is not exclusive to wealthy families! However, some elements of reflection can provide a unique perspective, which we will now examine.

I. Family Socialization: A Determining Framework

The Role of Professional Educator-Parents

According to Léa Dousson, the parents of gifted children, particularly mothers, play a central role in the socialization of their children. In Chapter 4, she explains that these parents, described as "professional educator-parents," are intensely invested in their children's education. They organize daily life to maximize their children's academic success and intellectual development, thereby creating an environment that values excellence. Dousson notes: "This intense parental investment is not only a factor of success but also a legitimizing force for perceived intelligence." This observation is corroborated by the work of Annette Lareau, who in Unequal Childhoods demonstrates how the practices of "concerted cultivation"—a concept she developed—promote the development of children's intellectual skills and is the typical parenting style of middle- and upper-class families. It involves strong parental involvement in encouraging their children's talents and stimulating their cognitive and non-cognitive skills. That being said, she does not connect this with the usual recommendations in the literature on the subject, which suggests that it is crucial for parents to nurture their gifted children. Moreover, it is also linked to the very nature of these children, who constantly ask questions about the world and therefore, when the family is receptive, foster stimulating exchanges on enriching topics. Furthermore, it seems evident that a gifted child raised in an environment that stimulates their appetite for knowledge and understanding, and who benefits from many other creative, cultural, and social contributions, will develop differently or more quickly than in a family where all of this is left solely to the child's responsibility. It is questionable whether we can call this a revelation.

The Importance of Educational Leisure Activities

In Chapter 6 of the thesis, Dousson analyzes how leisure activities in families with gifted children are not simply moments of relaxation but are part of an educational continuum. This, again, is an embarrassing generalization, even if one might think that any activity, including sports, brings a wealth of multiple learnings and potential development. And it's not just, contrary to what she indicates, "educational anxieties," but can have various sources. She observes: "Extracurricular activities, reading, and family discussions are oriented towards the intellectual enrichment of the children." This educational continuum, which encompasses all aspects of the child's life, reinforces their perception as gifted and contributes to their academic success. This observation echoes Pierre Bourdieu's conclusions on the role of cultural capital in the reproduction of social inequalities.

However, we encounter a limit here that must not be crossed: one can encourage a child's development, but overstimulation will not create a gifted child. Giftedness is also the difference from others, in the relationship to the world, relationships, questioning, the nature and intensity of emotions, and many other aspects.

II. Intelligence Tests: A Tool Shaped by Social Dynamics

You will find two articles on this topic in the blog that provide the basics on the origin of the tests and delve deeper into the subject. But briefly here for the sake of exploration, I will summarize. Intelligence tests, such as the WISC-IV, are often used to identify gifted children. However, Dousson criticizes these tests in Chapter 2 of her thesis, emphasizing that they are more influenced by educational and social logics than by an objective measure of intelligence. She writes: "These tests are designed within a specific educational framework and favor certain skills over others, thereby reflecting cultural and social biases." This critique is aligned with the work of Stephen Jay Gould, who in The Mismeasure of Man explains that intelligence tests are often biased and do not measure an innate ability but rather conformity to cultural norms. You will find more details in the dedicated articles.

The Influence of Parental Expectations

Parental expectations also play a crucial role in children's performance on intelligence tests. Dousson notes that these expectations, combined with specific preparation, can skew test results, creating a self-fulfilling prophecy where intelligence perceived as innate is actually the product of targeted socialization. This observation is supported by sociological studies that show how parental expectations and guidance can influence children's academic and psychometric outcomes, further reinforcing the idea that intelligence, as measured, is more socially constructed than naturally given.

III. The Naturalization of Intelligence: A Myth Legitimized by Family Dynamics

Deconstructing the Ideology of Giftedness

Léa Dousson deconstructs the ideology of giftedness, which presents intelligence as a natural and inexplicable talent, without arguing it thoroughly and without questioning the differences identified between gifted individuals and others, beyond simple IQ tests, which shows that all empirical knowledge is set aside. In the introduction and conclusion of her thesis, she attempts to establish that intelligence perceived as "natural" is actually the product of intense socialization within families that invest heavily in their children's education. This perspective aligns with the analyses of Pierre Bourdieu and Jean-Claude Passeron in La Reproduction, where they demonstrate that merit is often a façade for deep social dynamics that legitimize inequalities. Yet, intelligence is more complex than mere cognitive academic performance or social construction.

One might then ask whether intellectual objectivity guided this thesis or whether it was focused from the outset on demonstrating a particular point of view.

The perception of intelligence as a natural gift is widely questioned by social psychology, which considers it shaped by family and social practices. By investing intensely in their children's education, parents play a central role in constructing this "intellectual excellence" which, according to them, is paramount. Intelligence tests, far from measuring an innate ability, are influenced by social logics that reinforce inequalities, and in this, they are correct. However, it is interesting to recognize these dynamics to better understand how perceived intelligence is constructed and to challenge the ideologies that legitimize social inequalities. But gifted individuals are not characterized solely by a set of results and social construction; the difference lies elsewhere and has been sufficiently documented so that it cannot be excluded from any analysis or complementary analysis on the subject, as if only the IQ test had value, which is also criticized. There is a major illogic here that suggests social psychology views gifted individuals as simply children or adults who have benefited from favorable conditions for their intellectual development. This is a distressing reductionism.

References

1. Dousson, Léa. How Is a "Gifted" Child Shaped? An Analysis of the Socialization at Work in Families of Children Categorized as "Intellectually Gifted". Doctoral Thesis, Université Lumière Lyon 2, 2022. URL: https://hal.science/tel-04653863
2. Bourdieu, Pierre, and Jean-Claude Passeron. La Reproduction: Éléments pour une théorie du système d'enseignement. Paris: Les Éditions de Minuit, 1970.
3. Gould, Stephen Jay. The Mismeasure of Man. New York: W.W. Norton & Company, 1981.
4. Lareau, Annette. Unequal Childhoods: Class, Race, and Family Life. Berkeley: University of California Press, 2003.