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Intellectually gifted elementary students' perceptions of leadership
1Department of Special Education, University of Southern Mississippi, Hattiesburg 39406-8207.
Perceptual and Motor Skills
|August 1, 1994
Summary
This study found that gifted girls in grades 4-6 perceived themselves as more sympathetic and conscientious leaders than gifted boys. These findings highlight potential gender differences in leadership self-perception among intellectually gifted elementary students.
Area of Science:
- Educational Psychology
- Gifted Education
- Child Development
Background:
- Understanding leadership self-perceptions in intellectually gifted students is crucial for tailored educational and developmental support.
- Early identification of leadership potential and gender-based differences can inform targeted interventions.
Purpose of the Study:
- To investigate and compare the self-perceptions of leadership in intellectually gifted elementary school students.
- To identify potential gender-based differences in leadership strengths among this population.
Main Methods:
- The Leadership Strengths Indicator (LSI) was administered to a sample of intellectually gifted students.
- Participants included 21 girls and 13 boys from Grades 4 through 6.
Main Results:
- Statistically significant differences were observed between girls and boys on the LSI.
- Gifted girls scored higher than gifted boys on two specific cluster scales: V (Sympathetic) and VII (Conscientious).
- A significant difference favoring girls was also found on the total LSI score.
Conclusions:
- Intellectually gifted elementary school girls demonstrated higher self-perceptions of leadership, particularly in sympathetic and conscientious traits, compared to their male peers.
- These findings suggest gender influences on leadership self-perception begin in elementary school and warrant further investigation.
- Educational programs may benefit from acknowledging and nurturing these perceived leadership strengths in both genders.
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