Underachievement of Gifted Female Students From Low-Income Families (Poster 8)

• In Event: Division H Graduate Student Research Showcase

Abstract

Underachievement of gifted students often leads to great frustration for parents and teachers (Davis & Rimm, 2004) and causes considerable social-emotional issues such as low self-efficacy, depression, and anxiety among gifted students (Blaas, 2014; Moon & Reis, 2004). Furthermore, academic underachievement can result in unfulfilled potential and reduced opportunities for making significant creative and innovative contributions to society among affected students during their adult lives. While research has been conducted regarding giftedness and underachievement, most studies focus on reversing the underachievement of gifted male students (Desmet & Pereira, 2022; Ford & Moore, 2013; Jones & Myhill, 2004; Olenchak, 2002). Much less has been done regarding underachievement of gifted female students (Desmet et al., 2020). To provide new insights to the underachievement of female gifted students from low-income families, this study examines the direct and indirect influences of family low-income status on the academic underachievement of gifted female students through a qualitative approach.

Author

• Fangfang Mo, Purdue University