UNDERACHIEVEMENT IN GIFTED EDUCATION

EDP201H (SPRING, 1996) REVISION PAPER: KATE DEBERGE & DEENA BROWN OF ED262526 85
Underachieving Gifted Students. 1985 Digest.
Author: Whitmore, Joanne Rand
ERIC Clearinghouse on Handicapped and Gifted Children, Reston, Va.

THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC

TEXT: Underachievement can be simply defined as academic performance that is significantly lower than predicted, based on some reliable evidence of learning potential. [It is also the failure to use all of one s intellectual capabilities (Gallagher 1991)]. It is reasonable to assume there exists a range of mild to severe underachievement. [The characteristics of underachievement are the changing of behavior over time, poor performance that is content and situation specific, is seen differently according to the eyes of the beholder, and closely tied to self-concept development. (Delisle 1990)] When the discrepancy appears to be significant to the teacher and/or parents, attention should be given to the student's specific needs for modification of educational programming.[15%-50% of gifted children are underachievers, and 10%-20% of high school drop-outs are in the very superior ability range. (Rimm, 1897)]

WHAT DOES IT MEAN FOR AN INTELLECTUALLY GIFTED STUDENT TO BE AN UNDERACHIEVER?

The concept of an underachieving gifted student may seem inherently contradictory if intellectually gifted students are seen only as those who excel in school at high levels of academic achievement. However, since the new federal definition was formulated in the early 1970s there has been growing support in the field for defining intellectual giftedness as exceptional potential for high academic achievement, whether or not it has been demonstrated at school. It is assumed that the gifted underachiever has exceptional potential. A student may be gifted in one or many areas of learning or cognitive processing; however, few mentally gifted students have the capability of truly excelling in all subjects and on all kinds of academic tasks.

Gifted underachievers manifest three patterns of behavioral responses to the school setting: (a) non-communicative and withdrawn, (b) passively complying to "get by," and (c) aggressive/disruptive "problem" students. Behavior patterns of all three groups tend to reflect feelings of low self- esteem, a lack of belief in their ability to influence outcomes in school, an unrealistic self-concept, and negative attitudes toward school. [Underachieving gifted students can also be super-sensitive, distractable and socially isolated. (Kwung-Won (a), 1990)] Generally, these students tend to be loners who have difficulty making or maintaining friendships.

HOW ARE GIFTED UNDERACHIEVERS IDENTIFIED?

Increasing numbers of intellectually gifted students who have not been recognized and served as gifted because of relatively low patterns of achievement have been discovered over the last two decades as a result of three significant changes in educational practices. First, there has been an increase in the use of tests and sophisticated assessment procedures. Second, there has been an increase in teacher referrals for special education services because of learning or behavioral problems. Third, there has been an increased effort to recognize and develop the potential abilities of culturally different and minority children. Gifted underachievers are also identified as a result of parental accounts of out-of-school behaviors that show advanced interests and skills. [Five types of underachievers have been identified. One group shows low grades and high test scores, while a second group displays low test scores and high grades. A third group consistently performs below their level of capability, while some show underachievement in only certain subjects or concentrations. The last group of underachievers are hidden , or students whose underachievement goes unnoticed. (Kwung-Won (b), 1990)]

The most disconcerting group of gifted underachievers are those who are not recognized while in school. Awareness of this group has developed primarily through the identification of adults with superior intellectual abilities whose school records show mediocre or poor academic performance.

WHY DO WE NEED TO IDENTIFY GIFTED UNDERACHIEVERS?

The first reason is obvious -- the loss of potential contributions to society from that individual. The second reason is not so obvious -- the underachiever's vulnerability to significant mental health and social problems. Often the gifted underachiever becomes a disturbing behavioral problem both at home and at school. This problem is a natural consequence of the conflict between the individual's personal psychological needs and the lack of opportunities for appropriate learning provided by the school. The third reason is that early identification permits a better chance for reversing patterns of underachievement.[There is one other reason that gifted underachievers need to be identified early. Recent policy actions taken by many states have virtually ignored this group of students, making programs for these students obsolete. Because of budget limitations, states have established criteria for eligibility for gifted programs which require both high aptitude and high performance. This is defeating many key objectives of enhancing the performance of students who posses great talents but have not yet proven themselves academically. (Seaberg, 1989)]

WHAT ARE SOME OF THE CAUSES OF UNDERACHIEVEMENT?

--LACK OF MOTIVATION. Many highly gifted and creative children have learning styles that are incompatible with prevailing instructional methods. [This incompatibility may stem from a neurological dysfunction in the student, causing them to need a different approach to the material in order to comprehend it. This study has lead to the use of the new label of gifted-learning disabled, a term which refers to speculated information processing defects. (Gallagher, 1991)] Furthermore, the level of instruction may be inappropriate for these students and the restrictions on learning in the classroom discourage their full participation.[The curriculum may also be inappropriately difficult or not of interest to the student, resulting in poor performance. (Kwung-Won, 1990)]

--VALUES CONFLICT. Students may not want to participate in school because of conflicts between the values of the school or the gifted program and the values held by the individuals and/or the cultures from which they come; for example, female students from cultures in which a college education or a career is not expected may underachieve.[A study was conducted, surveying gifted students between the ages of 15 and 17. The results show that 87% recognized their intellectual gifts, yet feared that while they accepted their difference, their peers would view them as bookworms. More than half said they did not feel free to be themselves in their high school. (Gallagher, 1991)]

--LACK OF ENVIRONMENTAL NURTURANCE OF INTELLECTUAL POTENTIAL.

Low socioeconomic status families often fail to provide exposure that stimulates the development of higher level thinking skills. Enriching experiences such as travel, educational activities, and shared problem solving may be neglected. Such students may be from isolated rural settings, economically disadvantaged urban sites, or specific ethnic or cultural minorities that do not encourage intellectual development. [Another factor that is a result of the home environment is the practice of leaving children alone at home for prolonged periods of time. Many experts estimate that over a quarter of the children who are between the ages of 6 and 14 years old spend time caring for themselves, most of them regularly. These children, also known as latchkey children, have proven to perform lower in school, and have less motivation than students that have more supervision. In a poll of American public school teachers, 51% of teachers questioned felt that children being left on their own alone too much after school was a significant factor affecting overall performance in school.(Seligson and Fink, 1988) A study involving 22 gifted students conducted at a family achievement counseling clinic showed that all the students had poor family relationships and inconsistent standards for academic achievement. These latchkey children are often not involved in special interest programs and extra-curricular activities. The researchers involved in this study claimed, the modeling of intrinsic and independent learning, positive commitment to career and respect for school were remarkably, although unintentionally, absent. (Rimm and Lowe, 1988)]

--DEVELOPMENTAL DELAYS OR CHRONIC POOR HEALTH.

These students are characterized by relatively low energy levels or interfering hyperactivity. They may have a mild delay in perceptual motor skill development, or a general immaturity in all areas. Often these students have entered school as the youngest in their class.

--SPECIFIC DISABILITIES.

Impairment due to specific learning disabilities, brain damage/cerebral dysfunction or neurological impairment, or lack of normal hearing or visual perception may be the cause of underachievement. Some of these students are in fact dyslexic or neurologically disabled. It is not the disability that produces that underachievement but the lack of appropriate programming. These students frequently are not adequately challenged or encouraged to develop their intellectual abilities because of low expectations and a narrow curriculum.[A study in 1990, performed by Waldron and Saphire examined the abilities of 24 elementary-aged gifted/learning disabled students compared to 24 gifted students without learning disabilities. The study showed that gifted learning disabled students did not perform as well as the gifted students on digital span coding, and block design. This suggests that the learning disabled students may demonstrate the characteristics of organic brain syndrome, which suggests areas of deficit in rote auditory memory. (Gallagher 1991)]

--SPECIFIC OR GENERAL ACADEMIC SKILL DEFICITS.

These students may have difficulty with writing, reading, math, or higher level skills necessary for subject matter mastery and high achievement. [In junior high students tested, underachievers were not able to perform as well on analytical tasks such as detailed computational or convergent problem solving, tasks which required precise and analytical information processing. Underachievers were equal to achievers on more wholistic skills such as reading comprehension and vocabulary. (Redding 1990)]

AFTER IDENTIFYING STUDENTS AS GIFTED UNDERACHIEVERS, WHAT NEEDS TO BE DONE? WHAT EDUCATIONAL PROGRAMMING IS NECESSARY?

Successful approaches to reversing patterns of underachievement have been based on a view that the problem behavior has been shaped by forces within the school experience that can be altered. These forces essentially are: (a) the social messages conveyed by the teacher and peers that invite or discourage the student to participate (Purkey, 1984) and (b) the degree to which the curriculum and instruction is appropriate for the learning style and performance level of the student. Successful interventions create positive forces to shape achievement behavior.

Programming for gifted underachievers must address three critical areas: (a) an understanding of self -- the nature of and problems related to being gifted; (b) development of constructive ways of coping with the inevitable conflict and frustration created by the significant gap between cognitive ability and performance level; and (c) development of a healthier, more realistic self-concept and higher self- esteem.

[There are two programs that have been used with underachieving gifted students to motivate them, and help them improve in school. One of these techniques is called bibliotherapy. This is the attempt of an individual to promote his mental and emotional health by the use of reading materials to fulfill needs, relieve pressure, or help his or her development as an individual. This therapy helps to change undesirable behaviors and improve positive thinking. It is used in situations where the students may be showing poor performance on tests, is below grade level expectations in reading, language arts and math, is not consistent in doing daily assignments, and also have a high retention of material that is interesting. (Kyung-won (a) 1990) The second program that is suggested in dealing with underachieving gifted students is a mentor program. In this type of program, an adult from the community, usually a specialist in a certain field, works one-on-one with a student to help them with their daily work as well as with any problems outside of the classroom they may have. Students that are underachievers tend to feel comfortable in revealing solid knowledge in the safety of a personal relationship with an outside adult. This program increases achievement, improves study skills and decreases absenteeism as well as giving students a real-life role model. (Kyung- won (a) 1990)]

Effective programming for reversing patterns of underachievement can occur in self-contained classrooms, in resource rooms that provide supplementary services, or through the development of an individual educational plan that may involve a mentor in the school or community. Regardless of the structure, there are six programming components that need to be addressed:

1. The teacher(s) must accept the fact that the student is intellectually gifted, does not want to underachieve or fail, has low self-esteem, and needs to develop constructive coping skills and self-understanding. The teacher(s) must be skilled in guidance techniques, accurate in understanding the nature of giftedness, and positive in emotional response to the challenge of working with this type of student.

2. The curriculum must be challenging, personally meaningful, and rewarding to the gifted underachiever. There must be a balance between basic skill development and more advanced exploration through the arts and sciences. Career exploration and the development of personal interests are also critical motivating elements, and all learning experiences should be designed for maximum challenge and success.

3. The instruction must require minimal memorization and drill/practice activity and provide maximal opportunity for inquiry, scientific investigation, and creative production. Self-directed learning activities should be encouraged and the students' self-discipline nurtured. The climate created by the instructional style of the teacher should be one of excitement, anticipation, personal satisfaction, and low pressure.

4. The peer group must include at least a few other gifted students, possibly other underachievers, who may become special friends. The group must be accepting of diversity and individual differences.

5. Special services should be provided as needed for handicapped students, for those in need of remedial instruction, or for group counseling. Supplementary psychological and medical services, including family counseling, may also be needed.

[6. A program for making changes in the student s behavior or performance can be developed through a program using Glaser s theory of reality therapy. It is when the teacher and student are both involved in planning the process of change. a) The teacher is provided with a diagnostic profile of the underachieving student b) There is a preliminary meeting between the teacher and student to recognize the need for change. Both parties accept joint responsibility for carrying out the change. c) The teacher and student develop a contract stating specific tasks and student-chosen rewards to be used as reinforcers. d)Weekly meetings are held between the two, to discuss and evaluate progress. e) There is a final meeting where the teacher and student evaluate the success of their joint efforts and agree to continue making progress without structured meetings. (Butler-Por 1987)]

FOR MORE INFORMATION

[Butler-Por, N. UNDERACHIEVERS IN SCHOOL. New York: John Wiley and Sons. 1987.]

[Delisle, J. Underachieving Gifted Students. 1990. ERIC Digest E478.]

Dowdall, C. B., and N. Colangelo. "Underachieving Gifted Students: Review and Implications." GIFTED CHILD QUARTERLY 26 (l982): 179-184.

[Gallagher, J. Personal Patterns of Underachievement. JOURNAL FOR THE EDUCATION OF THE GIFTED 14 (1991): 221- 230.] [Kwung-Won, J. (a) Gifted Learning Disabled and Gifted Underachievers: Similarities and Differences. ERIC Digest ED 328 050.]

[Kwung-Won, J. (b) Counseling and Guidance for Gifted Underachievers. ERIC Digest ED 328 051. 1990.]

Purkey, W. INVITING SCHOOL SUCCESS. Belmont: Wadsworth Publishing Company, l978.

[Redding, R. Learning Preferences and Skill Patterns Among Underachieving Gifted Adolescents. GIFTED CHILD QUARTERLY 34 (1990): 72-75.]

[Rimm, S. why Bright Children Underachieve: The Pressures They Feel. ERIC Digest ED 323 691. 1987.]

[Rimm, S. and Lowe, B. Family environments of Underachieving Gifted Students. GIFTED CHILD QUARERLY 32 (1988): 353-361.

[Seaberg, V. State of the States Gifted and Talented Education Report. Augusta, ME: Maine Department of Education and Cultural Services. 1989.]

[Selingson, M. and Fink, D. Latchkey Children and School- Age Child Care. ERIC Digest ED 301 360. 1988.]

Shoff, H. G. THE GIFTED UNDERACHIEVER: DEFINITIONS AND IDENTIFICATION STRATEGIES. 1984. ED 252 029.

Section on Gifted Underachievers. 1983. ROEPER REVIEW 5(4).

Whitmore, J. R. GIFTEDNESS, CONFLICT, AND UNDERACHIEVEMENT. Boston: Allyn & Bacon, 1980.

Whitmore, J. R. "Recognizing and Developing Hidden Giftedness." THE ELEMENTARY SCHOOL JOURNAL, 82 (3), 274-283.

Whitmore, J. R. WHAT RESEARCH AND EXPERIENCE SAY TO THE TEACHER OF EXCEPTIONAL CHILDREN: GIFTED LEARNING DISABLED STUDENTS. Reston, VA:The Council for Exceptional Children, l985.

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This publication was prepared with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under OERI contract. The opinions expressed in this report do not necessarily reflect the positions or policies of OERI or the Department of Education.