.... L .. L ...
LL~""""
• ...... ,.. " ... "'" ""'1
"'L' ....... "'''' , .............
'I-~
~
...... , ••
- - - - - - - _ ....... , .._ - - - - MATH AND SCIENCE-----·
Another set of implications of this study deals with the ability of the US to increase the number of technical personnel that are so desperately needed for our growing economy. To accomplish tltis goal. the schools need to become more flexible in dealing with their most talented students. Teachers need to recognize students with great potential and see to it that their talents are developed efficiently. The families of the Olympians often report struggles in getting the schools to cooperate in this goal. FUltherrnore, many of the Chemistry Olympians report shortcomings in their schools. Some Olympians knew more than their teachers, and most were bored with their classes. Many courses were taught at too Iowa level for them and some COurses were organized too rigidly. Most Olympians experienced too little challenge at all levels of their schooling. At least these academic competitions provided a channel for this need. The Olympians also report a negative tone in many of their schools. Teachers often generate this negative affective tone by their insensitive dealings with the Olympians. It is amplified by the hostile treatment from less talented students who are not dissuaded in this behavior by their teachers. Both conditions are especially prevalent during the elementary school years.
America needs to overcome these flaws if we are to develop the talents of our most gifted students. Teachers need to be sensitized as to how they deal with gifted students. They must be more alert to the social dynamics in their classes. They need to see how the other students are treating these young gifted students. At later grade levels schools need to work out approaches that challenge these high ability students. Teachers at these levels need to be more flexible in their dealings with them. In sum, our technologically-oriented economy needs these talents too much - we must not waste them. References American Chemical Society. (1999). 16th summary report September 1999 United Stated National Chemistry Olympiad. Washington, DC: ACS Education Division. Campbell, J. R. (1991). The roots of gender inequity in technical areas. Journal orResearch in Science Teaching, 28(3), 251265. Campbell, J. R. (1994). Differential socialization in mathematics achievement: Cross-national and cross-cultural perspectives, Interna/ional Journal o/Educational Research, 21(7).
Campbell, J. R. (1996). Developing cross-national instruments: Using cross-national methods and procedures. International Journal 0/ Educational Research, 25(6),485-496. Campbell, J. R., & Wu, R. (1994). Gifted Chinese girl' get
- - - - - - _.. - - - - - - - - - -
TABLE 6
Means and Standard Deviations of the Study's Variables Variable
Mean
Standard Deviation
Socioeconomic Status (SES) Advanced Placement Courses (AP) Grade Point Average (GPA) Total Scholastic Aptitude Test (SAT) GRE Verbal Awards Extracurricular Activities Computer Literacy (COMP) Effort (EFF) Ability (ABIL) Failure Due to Lack of Effort (EFAIL) Success Due to Effort (ESUC) Success Due to Ability (ASUC) School Hindrances (Neg. Sch.) Parental Pressure (Press) Parental Support (Supp) Parental Help (Help) Parental Monitoring (MTM) Intellectual Resources (PID) Total Publications (Acad. Prod.)
76.81 5.96 6.91 1349.31 743.68 1.91 384 2.75 3.29 2.98 3.53
12.65 1.61
3.23 2.22 2.33 2.10 4,48 3.00 3.00 3.69 12.22
.38 234.81 17.70 .96 2.34 1.50 .45 ,40 .60 .79 .89 .84 .43 .27 .52 .57 ,41 17.65
Minimum Maximum Scores 20 98 2 13 4 1280 680 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2
7 1600 800 5
9 12 5 5 5 5
5 6 5 5 5 5 5 114 .""---.-
SUMMER
2002. TEMPO'
TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED
21