Leadership
Leadership is the result of an interaction between a number of variables: the personality, status, achievement, and intelligence of the leader; the characteristics of the followers; and the situation (Stogdill, 1974). Since leadership may emerge in various types of situations and is dependent upon a number of variables being present, professionals may find it difficult to identify potential leaders.
Knowing that the situation will influence leadership, researchers have identified these general personal characteristics (Davis & Rimm, 1994; Karnes, 1991; Khatena, 1992; Renzulli et al., 1976)
* Is well-organized.
* Can do backward planning.
* Is visionary, has a holistic view.
* Is a problem finder.
* Is able to see problems from multiple perspectives.
* Is adaptable to new situations.
* Can manipulate systems.
* Is highly responsible; can be counted on.
* Maintains on-task focus.
* Is self-confident.
* Is a persuasive communicator.
* Has a cooperative attitude; works well in groups.
* Participates in most social activities, enjoys being around other people.
* Influences the behavior of others; recognized as a leader by peers.
* Is respected, liked, or both by others.
* Is aware of verbal and nonverbal cues; sophisticated interpersonal skills.
* Is emotionally stable.
* Is willing to take risks.
Affective
Along with cognitive characteristics, gifted students frequently exhibit particular affective characteristics (Clark, 1997; Colangelo & Davis, 1991; Coleman & Cross, 2001; Khatena, 1992; Piirto, 1999; Rogers, 2001; Sternberg & Davidson, 1986; Swassing, 1985; Tannenbaum, 1983). Some researchers suggest that these emotional aspects of a gifted and talented individual may be traits or temperaments (i.e., genetic), while others may be developed (Csikszentmihalyi, Rathunde, & Whalen, 1993; Piirto, 1999; Winner, 1996): * Is motivated in work that excites. * Persists in completing tasks in areas of interest. * Is self-directed, independent. * Evaluates and judges critically. * Has high degree of concentration. * Becomes bored with routine tasks. * Is interested in “adult” problems. * Is concerned about right and wrong, ethics. * Has higher self-concept, particularly in academics. * Has high expectations of self and others. * Has a sense of humor. * Is highly sensitive. * Takes other perspectives; is empathic. * Is a perfectionist.Characteristics of the Hard-to-Find Gifted and Talented Student
- The interaction between these frequently cited characteristics associated with gifted and talented students and other factors such as the school task, the social situation, family background, and individual genetic traits can produce both desirable and undesirable behaviors (Clark, 1997; Whitmore, 1980).
- Undesirable behaviors tend to limit services for some gifted and talented students because teachers and other educators may have particular stereotypical expectations of how gifted students should perform (e.g., all are early readers, academic achievers, verbal, and “well-behaved students”). In Whitmore’s classic study, she found certain factors that appear to influence underachievement in gifted students. This set of factors mainly falls within three categories: school conditions, motivation, and personal characteristics that may lead to problems (see Table 1.1). Table 1.1. Vulnerable Areas for Gifted Students View Detail
- When these factors are present, the gifted and talented student may not exhibit the characteristics that are listed in each of the above areas, but will choose to perform in school by rejecting assignments, functioning nonconstructively in groups, demonstrating poor study habits, procrastinating, showing a gap between oral and written work, or rebelling against teachers. Given these poor academic behaviors, the gifted and talented student may select companions who are negative toward school, alienate peers by constant aggression, or withdraw from social interactions in the classroom, at home, or both. These types of behaviors may ultimately lead to less satisfaction with school “rewards” such as grades or dropping out mentally or physically from school (Clark, 1997; Davis & Rimm, 1994; Laffoon, Jenkins-Friedman, & Tollefson, 1989; Whitmore, 1980).
- Some groups of students are particularly vulnerable to exhibiting these negative behaviors or behaviors that are not necessarily stereotypical of gifted and talented students. These groups include culturally different students, those from lower income families, disabled students, and women. Culturally Different
- Culturally different refers frequently to gifted students from specific ethnic groups: Hispanics, African Americans, Native Americans, and Asian Americans. If the particular gifted student’s “abilities and interests are not synchronous with subgroup values, then the child must face the problems of gaining acceptance of his or her giftedness by both society and by members of the subgroup” (p. 197). Areas of cultural identity are multifaceted and include not only national origin, but also religion, geographic region, urban/suburban/rural, age, gender/sex, class, and exceptionalities (Clark, 1997; Gollnick & Chinn, 1990). The greater number of areas that are different from the macro culture, the greater chance that the gifted student will display characteristics that may be different from the norm.
- On the other hand, Frasier and Passow (1994) suggested that all gifted students, regardless of their cultural background, express their abilities by demonstrating:
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