Book contents
- Frontmatter
- Contents
- Preface
- List of Contributors
- 1 Gifted Education Without Gifted Children: The Case for No Conception of Giftedness
- 2 Youths Who Reason Exceptionally Well Mathematically and/or Verbally: Using the MVT:D4 Model to Develop Their Talents
- 3 A Child-Responsive Model of Giftedness
- 4 School-Based Conception of Giftedness
- 5 Giftedness, Talent, Expertise, and Creative Achievement
- 6 Permission to Be Gifted: How Conceptions of Giftedness Can Change Lives
- 7 From Gifts to Talents: The DMGT as a Developmental Model
- 8 Nurturing Talent in Gifted Students of Color
- 9 The Munich Model of Giftedness Designed to Identify and Promote Gifted Students
- 10 Systemic Approaches to Giftedness: Contributions of Russian Psychology
- 11 Giftedness and Gifted Education
- 12 The Importance of Contexts in Theories of Giftedness: Learning to Embrace the Messy Joys of Subjectivity
- 13 Feminist Perspectives on Talent Development: A Research-Based Conception of Giftedness in Women
- 14 The Three-Ring Conception of Giftedness: A Developmental Model for Promoting Creative Productivity
- 15 In Defense of a Psychometric Approach to the Definition of Academic Giftedness: A Conservative View from a Die-Hard Liberal
- 16 Creative Giftedness
- 17 Genetics of Giftedness: The Implications of an Emergenic–Epigenetic Model
- 18 The WICS Model of Giftedness
- 19 Beyond Expertise: Conceptions of Giftedness as Great Performance
- 20 Domain-Specific Giftedness: Applications in School and Life
- 21 Extreme Giftedness
- 22 Making Giftedness Productive
- 23 The Actiotope Model of Giftedness
- 24 The Scientific Study of Giftedness
- Author Index
- Subject Index
13 - Feminist Perspectives on Talent Development: A Research-Based Conception of Giftedness in Women
- Frontmatter
- Contents
- Preface
- List of Contributors
- 1 Gifted Education Without Gifted Children: The Case for No Conception of Giftedness
- 2 Youths Who Reason Exceptionally Well Mathematically and/or Verbally: Using the MVT:D4 Model to Develop Their Talents
- 3 A Child-Responsive Model of Giftedness
- 4 School-Based Conception of Giftedness
- 5 Giftedness, Talent, Expertise, and Creative Achievement
- 6 Permission to Be Gifted: How Conceptions of Giftedness Can Change Lives
- 7 From Gifts to Talents: The DMGT as a Developmental Model
- 8 Nurturing Talent in Gifted Students of Color
- 9 The Munich Model of Giftedness Designed to Identify and Promote Gifted Students
- 10 Systemic Approaches to Giftedness: Contributions of Russian Psychology
- 11 Giftedness and Gifted Education
- 12 The Importance of Contexts in Theories of Giftedness: Learning to Embrace the Messy Joys of Subjectivity
- 13 Feminist Perspectives on Talent Development: A Research-Based Conception of Giftedness in Women
- 14 The Three-Ring Conception of Giftedness: A Developmental Model for Promoting Creative Productivity
- 15 In Defense of a Psychometric Approach to the Definition of Academic Giftedness: A Conservative View from a Die-Hard Liberal
- 16 Creative Giftedness
- 17 Genetics of Giftedness: The Implications of an Emergenic–Epigenetic Model
- 18 The WICS Model of Giftedness
- 19 Beyond Expertise: Conceptions of Giftedness as Great Performance
- 20 Domain-Specific Giftedness: Applications in School and Life
- 21 Extreme Giftedness
- 22 Making Giftedness Productive
- 23 The Actiotope Model of Giftedness
- 24 The Scientific Study of Giftedness
- Author Index
- Subject Index
Summary
“Tremendous amounts of talent are being lost to our society just because that talent wears a skirt.”
Shirley ChisolmThe stories of talented and eminent women are too seldom told. Little research has been conducted and less is known about the ways women's talents emerge and are developed, how they differ from the talents of men, and the choices some women make to construct and use their gifts and talents. The social and political movement focusing on women during the past five decades has provided an emerging understanding of their talents as well as the roles that some gifted women have played in our society and the forces that shaped those roles. Over the last two decades, I have studied talented girls and women from all domains across their life spans and have answered some questions, but introduced even more (Reis, 1987, 1995, 1998, 2001). The decision to identify this diverse group as talented or eminent rather than gifted stems from their collective preferences for these descriptors. Through these collective research experiences, a definition of talent in women has emerged that is summarized as follows. Feminine talent development occurs when women with high intellectual, creative, artistic, or leadership ability or potential achieve in an area they choose and when they make contributions that they consider meaningful to society. These contributions are enhanced when women develop personally satisfying relationships and pursue what they believe to be important work that helps to make the world a healthier, more beautiful and peaceful place in which diverse expressions of art and humanity are celebrated.
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- Conceptions of Giftedness , pp. 217 - 245Publisher: Cambridge University PressPrint publication year: 2005
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