Gifted and Maladjusted? Implicit Attitudes and Automatic Associations Related to Gifted Children

• In Event: Research on Teachers in Giftedness, Creativity, and Talent Education

Abstract

We investigated teachers automatic and implicit associations related to gifted children. These associations inform about existing stereotypes which affect teachers’ interactions with children and they are thereby of practical relevance for gifted education. 102 German preservice teachers (69 female) participated in an affective priming task (AP) and a single-target Implicit Association Test (IAT). The study had a mixed design with Student Gender (male vs. female) varying between and Giftedness (gifted vs. regular) varying within participants. Results indicated an implicit association between gifted males and words indicating behavioral problems or negative valence. There was no such association for gifted females. Rather, results indicated a slightly more positive evaluation of gifted females. Implications for teacher training in gifted education are discussed.

Authors

• Franzis Preckel, University of Trier

• Tanja Gabriele Baudson, University of Trier

• Rachel Wollschlaeger, University of Trier

• Sabine Krolak-Schwerdt

• Sabine Glock, University of Luxembourg