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Average Rating:No rating available
This brief article presents the findings of a study consisting of interviews with 152 mid-Atlantic middle and high school African-American students. A number of conclusions are drawn from the study, including the underrepresentation of these students in gifted programs, difficulty in identification, and the need for partnerships between home-student-school to promote achievement.
http://www.gifted.uconn.edu/nrcgt/ford3.html
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This article by Andrew S. Mahoney discusses the topic of suicide and lists out some of the signals of suicide. "When discussing the topic of suicide among the gifted population, one runs into the same divergent, often unexplainable, ambiguity associated with this special population. Though there is no conclusive evidence that the gifted are more prone to suicide than the non-gifted (Delisle, 1986), suicide among the gifted is a serious issue."
http://www.counselingthegifted.com/articles/giftedsuicide.html
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This article explores some of the reasons for underachievement as well as things parents should watch for and be concerned about. The article also offers eight suggestions for parents on helping children to not be underachievers.
http://pta.fen.com/article/0,1120,59-11162,00.html?relinks
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This article looks at who 'underachievers' historically are and what one urban school district is doing to support these young people to break their cycles of underachievement.
http://www.sp.uconn.edu/~nrcgt/news/spring02/sprng023.html
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This article examines the label of "underachiever" given to some highly gifted children.
"Underachievement is an adult term used to describe a set of troublesome child behaviors that don't match some preconceived notions of how high a gifted child is supposed to perform. Underachievement is a hurtful and disrespectful term that is defined differently by every person who uses it.
Underachievement is a myth, existing in the eye of the beholder who deems it to be there."
http://www.geocities.com/Athens/Crete/1019/Interests/delisle.html
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"Gifted and talented (GT) underachievers pose special challenges to parents and educators. They are quick thinking, quick to criticize, and quick to justify their behavior (even when that behavior is inappropriate by commonly acceptable standards). Like most underachievers at all levels, GT underachievers tend to have lowered self-esteem, confusion about their development and about why they are acting as they are, difficulty making appropriate choices, and a sense of being overwhelmed. However rather than using their considerable intellect t...
http://www.appliedmotivation.com/gifted_and_talented_underachieve.htm
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This Prufrock Press article describes underachievement in gifted children, distinguishing between the measurement of potential and actual achievement. Author Barbara Hoover Schultz seeks to better understand, recognize and reverse gifted underachievement by reviewing related definitions, characteristics, causes and available interventions. This study proves that there are many different factors for gifted children not realizing their full potential.
http://www.prufrock.com/client/client_pages/GCT_articles/Gifted_Underachievement.cfm
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"This article presents an example within clinical counseling of a highly gifted 19-year-old male student whose academic capabilities fall in the 99.9th percentile. He entered therapy with a desire to understand his presenting problem of academic decline over the past several years of high school as well as to deal with the impact of his decline, both on his emotional development and his academic future. An analyzed tapescript is presented in which the therapist leads him to recognize and confront his defenses and discover the depth of his emoti...
http://www.counselingthegifted.com/articles/underachieve.html
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Underachievers often have unmet needs for "Safety and Security" or "Love and Belongingness." These are part of humanistic psychologist Abraham Maslow's hierarchy of needs. Accordingly, what is generally thought of as achievement cannot be reached until these lower level needs are met.
http://members.aol.com/svennord/ed/uag.htm
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This website by the University of Oregon's Teaching Effectiveness program answers many common questions about student motivation. Although not specific to the profoundly gifted population, many of the answers are applicable. Some answers are tailored to teachers, others are appropriate for homeschoolers.
http://tep.uoregon.edu/resources/faqs/motivatingstudents/motivating.html
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This article link is an excerpt from Tools for Teaching by Barbara Gross Davis from the University of California, Berkley. The article outlines some general strategies, then offers more detailed and specific suggestions, including how to structure courses and incorporating instructional behaviors among others. These tips are contructed in such a way as to be relevant to the GT population.
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/motiv.htm
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This article link by Meredith Warshaw discusses how some disabilities (mostly learning disabilities) can mimic motivation problems. Warshaw has extensive experience working with "twice-exceptional" students. This is not a complete discussion of the subject, but offers a glimpse at how a handful of disabilities can be misinterpreted. So often we are told "your child's so smart - she could do that if only she'd try" or "he has a motivation problem." The children in question may get sullen or angry or depressed; they may cry or insist that "I c...
http://uniquelygifted.org/motivation.htm
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This article link takes users to a publication on the U.S. Department of Education website. This article is part of a series entitled "My child's academic success." The article is broken into two sections: contributors to low motivation and tips for encouraging motivation. Although not written specifically for the gifted population, this article is applicable and should be useful for parents of highly intelligent young people.
http://www.ed.gov/parents/academic/help/adolescence/partx4.html
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This article by Dr. Suzanne Schneider, licensed clinical psychologist and President of the Center for the Gifted discusses identifying and overcoming patterns of underachievement. "Underachievement is a pervasive national problem that results in a tremendous waste of human potential, even among our most able students."
"Treating underachievers all alike just doesn't work. Specific patterns of underachievement need to be differentially identified and dealt with differently as soon as a problem becomes apparent."
http://www.penngifted.org/overcome-under.cfm
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"Parents continually take stock of their children's school progress. Hopefully their children are making good efforts, earning positive grades, and enjoying school. For some parents, there comes a time when they realize that their children's small problems are simply not disappearing. They wonder why their children are not working to their abilities in school. They may have already heard the word "underachiever" from an earlier teacher, but they hoped their children would mature out of the problem. The parents are puzzled, and so are the childr...
http://www.sylviarimm.com/Underachievement.htm
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This article by Robert Harris covers many common tips for motivating children. The author goes a step further, however, by examining motivation as it relates to baseball. The result is a novel look at motivating students.
http://www.virtualsalt.com/motivate.htm
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Average Rating:No rating available
This webpage features a list of resources about underachievers for parents and educators. It is mainly comprised of articles from gifted publications including Journal for the Education of the Gifted, Roeper Review, The School Counselor and Gifted Child Quarterly.
http://swopnet.com/ed/TAG/TAG_Bibliography.html
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While there is a clear need to increase the participation of minority students in gifted education programs, there is an equally important need to focus on issues of achievement and underachievement. This digest discusses factors affecting the achievement of gifted minority students, with particular attention to Black students. Problems associated with underachievement definitions and the influence of social, cultural, and psychological factors on student achievement are discussed. Suggestions and recommendations for reversing underachievement ...
http://ericec.org/digests/e544.html
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The subject of raising the achievement of boys is one that is attracting a lot of attention and interest in the current educational scene. Although there has always been a gap between girl and boy achievement, especially at the 11+ where girls had to score a higher mark than boys to gain grammar school entry, it is generally accepted that the gap between achievement of boys and that of girls is widening at an alarming rate.
http://www.practicalparent.org.uk/boys.htm
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This article identifies some of the characteristics of underachievement in children and discusses the reactions that parents have to this behavior.
http://www.maxpotential.com/mppsite/childnew.htm
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People tend to lump underachievers together and treat them all alike, but this just doesn't work. Underachievers need to be differentially diagnosed and differentially treated. Excluding underachievers with learning disabilities and organic conditions, there appear to be at least five identifiably different types of underachievers, whose patterns of underachievement may overlap or occur sequentially. This article briefly describes the primary characteristics of the five different types of underachievers and offers treatment suggestions for each...
http://www.penngifted.org/overcome-under.cfm
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This article provides information about underachieving gifted students. It includes a definition of underachievement, strategies to reverse the patterns, some ideas for family support and a great resource list for students and parents.
http://www.kidsource.com/kidsource/content/underachieving_gifted.html
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Average Rating:No rating available
The authors summarize the purpose of the Unicorn project, a joint project in Queensland, Australia, in relation to gifted education and its goals to improve access, participation and educational outcomes for underacheiving gifted and talented students through enrichment opportunities.
http://www.nexus.edu.au/teachstud/gat/lum_lah.htm
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This article gives a brief look at the variety of factors that can create the problem of underachievement in reading. This includes the following: physical, environmental, emotional and intellectual.
http://www.indiana.edu/~reading/www/famres/pctogeth/ish02/under.html
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