Gifted Adolescent Females Require Differential Treatment

Abstract

How one responds to the issue of differential treatment for gifted girls depends upon one's belief system. Psychometric data indicate that sex-related differences in cognitive skills exist, particularly in the areas of mathematical and/or visual spatial ability. Although many theories proposing biological causation for these differences have been offered, there is no consensus among experts on this matter. Furthermore, the existence of different individual cognitive patterns within each sex, suggests that environmental factors are influential. Based on the literature reviewed, the authors present recommendations for parents and educators of gifted adolescent females. It is argued that differential treatment will produce more equitable education and the requisite skills to achieve success in both traditional and non-traditional careers.