CARING FOR OTHERS, PRESSURE TO CONFORM
 ARE TWO FACTORS INHIBITING POTENTIAL OF GIFTED GIRLS

	CHARLOTTESVILLE, Va., Dec. 22 -- Many young, gifted girls
appear to be rejecting the "Superwoman Syndrome" and purposefully
lowering their aspirations. 
	That is one behavior of high-ability girls identified by
studies at the National Research Center on the Gifted and Talented
at the University of Virginia.  Several common behaviors that
inhibit the potential of gifted girls have been identified by
educators at the center, one of four federally funded sites that
researches how to identify and encourage talented children.
	A strong ethic of caring that causes young gifted girls to
attach more importance to the desires of others rather than their
own needs was identified through detailed case studies of 18
high-ability female students in the sixth, seventh and eighth
grades.  One girl in the study, for example, refused to participate
in a selective summer enrichment program because her friend was not
accepted.
	The value placed on caring for others can also be seen in
the girls' career choices.  Although well-qualified to pursue
careers in science and mathematics, most indicated they would choose
helping professions.  Their decisions were also influenced by a lack
of strong female role models in the sciences, the study shows.
	"The girls' pressure to conform is a major inhibitor of
their success," said center director Carolyn Callahan.  The study
results have been published in the December/January issue of "Roper
Review," a publication for parents and educators of gifted students.
	Most of the girls felt that in order to succeed, they had to
push themselves, pulling the spotlight from others.  "They viewed
this as selfish.  They thought it was wrong to give up caring for
others because of a belief in themselves," said Callahan, a
professor in U.Va.'s Curry School of Education.
	Because many saw their mothers attempting to be
"Superwomen," juggling the demands of job, household, child care and
school activities, the girls expressed interest in lifestyles they
perceived as less demanding.
	The girls attributed their future success and happiness to
being accepted and liked by others.  Consequently, they usually did
not want to have their talents singled out in class. Preferring to
conceal their abilities, the girls often attributed their academic
successes to luck.  
	"By saying that good grades came by chance, the girls
indicated that they did not feel in control of their lives--another
factor limiting their potential," Callahan said.    
	Parents can help gifted girls achieve their potential, the
studies show.  One of the most effective is encouraging children's
problem-solving skills.  "Helping children explore possible
solutions to problems develops a sense of independence that can be
critical to future success," Callahan said.
	Parents who set high expectations for their children and
reinforce those standards in a constructive, loving manner can help
gifted children accept their talents and use them fully.  In
addition, parents should ask teachers to encourage children to set
high expectations.    
	Parents can also seek out and introduce their children to
strong female role models.  "Having an accessible role model with
whom the student can interact frequently would be a tremendous
asset," Callahan said.
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December 21, 1994
	FOR MORE INFORMATION, contact Callahan at (804) 924-7341,
office, or (804) 823-8491, home.