Comparing Interventions to Reduce Stereotyping of Gifted Students: Role of Topic Interest, Surprise, and AOT (Actively Open-Minded Thinking)

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Abstract

Stereotypes towards gifted individuals appear deeply engrained in society. Despite research supporting the harmony hypothesis, which indicates a positive social development, the disharmony hypothesis, which suggests that gifted individuals may lack social and emotional competences, is more widely accepted. This misconception can negatively impact gifted students’ development, particularly in educational settings. This study evaluates the effectiveness of a refutation text and an expository text in reducing these stereotypes. Involving 109 student teachers, participants were randomly assigned to read either a refutation text, an expository text, or a control text. Preliminary results indicate that both refutation and expository texts significantly reduce stereotypes of social incompetence and emotional instability compared to the control group, with no significant difference between the text types.

Authors

• Vanessa Clauss, Christian-Albrechts-Universität Kiel

• Steffani Sass, IPN - Leibniz Institute for Science and Mathematics Education

• Friederike Zimmermann, Kiel University