Underachievement and the Gifted Learner What It Means and What We Can Do

1. Underachievement and the Gifted LearnerWhat It Means and What We Can Do Kimberly Tyler, Ph.D. Texas Wesleyan University Northwest ISD November 2, 2009

2. Definition • An underachiever is a student who does not achieve in the academic areas at a level consistent with his or her capability (Seeley, 2000)

3. Common Complaints • Disorganized • Forget homework • Lose assignments • Misplace books • Daydream • Have poor study skills (if any) • Perfectionist vs. Hurrier (Rimm, 2006)

4. Risk Factors Disabilities • Blindness • Deafness • Cerebral Palsy • Learning Disabilities Low Income and Cultural Diversity • Lower Parent Expectations • Lower Educational Level of Family • Poorer General Health and Nutrition

5. Risk Factors Delinquency (Two Views) • Feeling different as a result of being gifted (Creatively gifted students are more prone to delinquency) • Protection from delinquency as a result of being gifted (Convergent thinkers with strong achievement motivation usually provides protection from delinquency)

6. Risk Factors School Environment • Academic work was seen as too easy, boring, and repetitive • School size was reported as too big, impersonal • School supported cliques were alienating (athletes, honor students, etc.) • Attendance rules tended to push out students • Lack of flexibility in daily school schedule • Conflicts with teachers (Beginning in middle school) • Teacher/Counselor attitude was “shape up or ship out” • Students wanted respect and responsibility • Assignments viewed as busywork • Too little experiential learning (Seeley, 2000)

7. Reasons for Underachieving • Feeling a lack of personal control over educational success • Lack of self-efficacy; Feeling that goals can never be attained so they avoid challenging activities • Have not yet discovered what “work” actually means • Often have highly competitive feelings which are not always obvious • Do not value school tasks

8. Reasons for Underachieving • Pressures • To be the smartest • To be different • To be popular (socially adjusted and accepted by peers) • To be loyal (culture/background) • Equate gifted with the ability to learn quickly and easily (Rimm, 2006)

9. Types of Underachievers • Dependent Underachievers • Ask for more help than needed • Do not take initiative • Require a lot of parent input • Often complain • Negative

10. Types of Underachievers • Dominant Underachievers • Argue why work should not have to be done • Tend to blame teachers and parents for problems • Pick and choose only the schoolwork they enjoy • Creative to the point of opposition

11. Teacher & Parent Responses • Dependent Underachievers • Usually respond with help and reassurances that have been asked for by student * Need to encourage student to persevere and continue independently in order to build confidence

12. Teacher & Parent Responses • Dominant Underachievers • Tend to get angry, threaten punishment, or overpunish children (accelerates the battle) * Listen in order to form an alliance, helping student to feel supported (Rimm, 2006)

13. Rimm’s Laws • Children are more likely to be achievers if their parents join together to give the same clear and positive messages about school effort and expectations. • Children can learn appropriate behaviors more easily if they have effective models to imitate. • Communication about a child between adults (referential speaking) within the child’s hearing dramatically affects children’s behaviors and self-perception

14. Rimm’s Laws • Overreaction by parents to children’s successes and failures leads them to feel either intense pressure to succeed, or despair and discouragement in dealing with failure. • Children feel more tension when they are worrying about their work than when they are doing that work. • Children develop self-confidence through struggle.

15. Rimm’s Laws • Deprivation and excess frequently exhibit same symptoms. • Children develop confidence and an external sense of control if power is given to them in gradually increasing increments as they show maturity and responsibility. • Children become oppositional if one adult allies with them against a parent or a teacher, making them more powerful than an adult.

16. Rimm’s Laws 10. Adults should avoid confrontations with children unless they are sure they can control them outcomes. 11. Children will become achievers only if they learn to function in competition. 12. Children will continue to achieve if they usually see the relationship between the learning process and its outcomes. (Rimm, 1995)

17. Additional Suggestions • Family Matters • When parents value achievement, children are more likely to achieve in school • Be careful not to focus on personal negative school experiences • Do not make underachievement “an inherited trait” • Recognize that death, divorce, or physical/emotional illness in the family can affect attention • Be active in child’s education • (Baker, Bridger, & Evans, 1998; Brown, Mounts, Lamborn, & Steinberg, 1993; Rimm & Lowe, 1988, Jeon & Feldhusen, 1993; Battle, 2002)

18. Additional Suggestions (cont.) • Parenting Styles • Parents of high achieving students tend to favor authoritative parenting style • Families that are too restrictive or too lenient foster underachievement (Taylor, 2004; Clark, 2002; Pendarvis, Howley & Howley, 1990; Weiner, 1991)

19. Additional Suggestions (cont.) • Parent-Teacher United Front • Respect for teachers improves students’ motivation • Parents should give clear directions about respecting teachers and that they are there to help make a difference for society through education • Parents of gifted children need to be advocates for their children’s education, but they need to advocate in respectful voices • Actively communicate with teachers

20. Additional Suggestions (cont.) • Parent-Teacher United Front (cont.) • Suggested Conference Topics • Strengths and abilities • Weaknesses and problems • Grade level of class performance • Peer relationships • Dependence or Dominance • Homework and study plan • Accountability communication • Contracting suggestions • Exchange of readings and/or tapes (Rimm, 2004)

21. Additional Suggestions (cont.) • Using strengths to build weaknesses • Speeding (competing against their own time records) • Coping with frustration (i.e. teaching them to break down large projects, studying biographies of successful people, etc.) • Allow them to teach other children • Teaching Competition (Family games, art, 4-H, debate, music, drama, etc.)

22. Helpful Websites • The Council for Exceptional Children: www.cec.sped.org • The Association for the Gifted: www.cectag.org • The Association for the Education of Gifted Underachieving Students: Supporting Emotional Needs of Gifted: www.SENGifted.org • Hoagie’s Gifted Education Page: http://hoagiesgifted.org • Association for the Education of Gifted Underachieving Students: www.aegus.org • Gifted-Children.com: www.gifted-children.com

23. Questions and Sharing

24. Dr. Kimberly Tyler Assistant Professor of Education Texas Wesleyan University kmtyler@txwes.edu Contact Information