5 Problematic Myths About Giftedness
Let’s start by acknowledging my broad, simple, working definition of giftedness: when one’s abilities and/or aptitude far exceed that of their peers
Sure, giftedness lends itself to certain learning and teaching styles. Yes, gifted people may have an easier time understanding academic concepts. But there is so much more to this demographic than our usual presumptions and what is portrayed in the media.
Problematic Myth #1: The term giftedness singles out other kids who do not hold that title.
The Real Deal: The term should not be used pompously with elitist intentions or to make other children feel poorly about their performance. Giving a child this title serves as an indicator that they require challenging curriculum and/or specialized attention of their interests so they may fully realize their unique potential. I did not understand why this mattered so much until I began training to become a certified Gifted and Talented educator during my graduate studies. One of our textbooks explained it like this (I am paraphrasing): Students requiring special education receive critical services and school partnership to help them find academic and social success. So, if we say we want to give every student a chance to come into their full personhood, gifted children must also be allowed to fly without limits.
Problematic Myth #2: Giftedness can only look and manifest in one way.
The Real Deal: We get so caught up in thinking that everything has to be black and white, either this or that. It is best to establish a growth mindset to combat that kind of thinking and remind us that interests and talents are just as much a testament of giftedness as academic superiority. The best of the best athletes are probably gifted. The top entertainers of the world, I see you Beyonce…Texas stand up!, can sometimes portray qualities of giftedness and not even realize it. Nobel Prize winners deserve recognition, and they tremendously advance society. Yet, right now a local visual artist is so ahead of our time that we can’t even fathom what they’re working on! There are more of us who are gifted than for which we give ourselves credit.
Problematic Myth #3: Every school district/system has a gifted program.
The Real Deal: Unless you are taught by a teacher who has received training in gifted education or you attend a private or independent school who weaves innovative techniques within their curriculum, gifted students do not receive adequate support. Families and educators must be intentional about creating and duplicating equitable gifted programs to service this population. For assistance with this, I highly recommend perusing information made available by the National Association for Gifted Children.
Problematic Myth #4: Gifted children do not need special consideration.
The Real Deal: Because entry requirements and programming services vary so greatly, students could be missing out on enrolling in advanced courses like Advanced Placement (AP) and International Baccalaureate (IB) offerings. I chose Dual Credit in high school because I had not been made aware of AP until I met with my counselor to discuss my sophomore year. I had never even heard of IB programs until I went to college. So even if many gifted students go on to establish enjoyable careers and lead healthy lives, that doesn’t account for the unrealized dreams and aspirations of those who never receive challenging experiences. Plus, denying that gifted children need focused attention leads to gaslighting.
Problematic Myth #5: My student must not be gifted because the school hasn't contacted me.
The Real Deal: This is one of the most unfortunate misconceptions because it often sends the message that Black and Brown children are less gifted than other groups. That just isn’t true. Our experience is unique, but we exist. We must become our own advocates and change agents if what we desire for our children seems out of reach and unavailable.
If you seek to learn more about this topic, continue to browse the Levi&Toonk blog for resources.
