Underachievement and the Gifted Learner

What It Means and What We Can Do

Kimberly Tyler, Ph.D.Texas Wesleyan University

Northwest ISDNovember 2, 2009

Definition

• An underachiever is a student who does not achieve in the academic areas at a level consistent with his or her capability

(Seeley, 2000)

Common Complaints

• Disorganized• Forget homework• Lose assignments• Misplace books• Daydream• Have poor study skills (if any)• Perfectionist vs. Hurrier

(Rimm, 2006)

Risk Factors

Disabilities– Blindness– Deafness– Cerebral Palsy– Learning Disabilities

Low Income and Cultural Diversity– Lower Parent Expectations– Lower Educational Level of Family– Poorer General Health and Nutrition

Risk Factors

Delinquency (Two Views)– Feeling different as a result of

being gifted (Creatively gifted students are more prone to delinquency)

– Protection from delinquency as a result of being gifted (Convergent thinkers with strong achievement motivation usually provides protection from delinquency)

Risk Factors School Environment

– Academic work was seen as too easy, boring, and repetitive

– School size was reported as too big, impersonal– School supported cliques were alienating

(athletes, honor students, etc.)– Attendance rules tended to push out students– Lack of flexibility in daily school schedule– Conflicts with teachers (Beginning in middle

school)– Teacher/Counselor attitude was “shape up or

ship out” – Students wanted respect and responsibility– Assignments viewed as busywork– Too little experiential learning

(Seeley, 2000)

Reasons for Underachieving

• Feeling a lack of personal control over educational success

• Lack of self-efficacy; Feeling that goals can never be attained so they avoid challenging activities

• Have not yet discovered what “work” actually means

• Often have highly competitive feelings which are not always obvious

• Do not value school tasks

Reasons for Underachieving

• Pressures– To be the smartest– To be different– To be popular (socially adjusted and

accepted by peers)– To be loyal (culture/background)

• Equate gifted with the ability to learn quickly and easily

(Rimm, 2006)

Types of Underachievers

• Dependent Underachievers– Ask for more help than

needed– Do not take initiative– Require a lot of parent input– Often complain– Negative

Types of Underachievers

• Dominant Underachievers– Argue why work should not have

to be done– Tend to blame teachers and

parents for problems– Pick and choose only the

schoolwork they enjoy– Creative to the point of

opposition

Teacher & Parent Responses

• Dependent Underachievers– Usually respond with help and

reassurances that have been asked for by student

* Need to encourage student to persevere and continue independently in order to build confidence

Teacher & Parent Responses

• Dominant Underachievers– Tend to get angry, threaten

punishment, or overpunish children (accelerates the battle)

* Listen in order to form an alliance, helping student to feel supported

(Rimm, 2006)

Rimm’s Laws

1. Children are more likely to be achievers if their parents join together to give the same clear and positive messages about school effort and expectations.

2. Children can learn appropriate behaviors more easily if they have effective models to imitate.

3. Communication about a child between adults (referential speaking) within the child’s hearing dramatically affects children’s behaviors and self-perception

Rimm’s Laws

4. Overreaction by parents to children’s successes and failures leads them to feel either intense pressure to succeed, or despair and discouragement in dealing with failure.

5. Children feel more tension when they are worrying about their work than when they are doing that work.

6. Children develop self-confidence through struggle.

Rimm’s Laws

7. Deprivation and excess frequently exhibit same symptoms.

8. Children develop confidence and an external sense of control if power is given to them in gradually increasing increments as they show maturity and responsibility.

9. Children become oppositional if one adult allies with them against a parent or a teacher, making them more powerful than an adult.

Rimm’s Laws

10. Adults should avoid confrontations with children unless they are sure they can control them outcomes.

11. Children will become achievers only if they learn to function in competition.

12. Children will continue to achieve if they usually see the relationship between the learning process and its outcomes.

(Rimm, 1995)

Additional Suggestions• Family Matters

– When parents value achievement, children are more likely to achieve in school

– Be careful not to focus on personal negative school experiences

– Do not make underachievement “an inherited trait”

– Recognize that death, divorce, or physical/emotional illness in the family can affect attention

– Be active in child’s education

(Baker, Bridger, & Evans, 1998; Brown, Mounts, Lamborn, & Steinberg, 1993; Rimm & Lowe, 1988, Jeon & Feldhusen, 1993; Battle, 2002)

Additional Suggestions (cont.)

• Parenting Styles– Parents of high achieving

students tend to favor authoritative parenting style

– Families that are too restrictive or too lenient foster underachievement

(Taylor, 2004; Clark, 2002; Pendarvis, Howley & Howley, 1990; Weiner, 1991)

Additional Suggestions (cont.)

• Parent-Teacher United Front– Respect for teachers improves students’

motivation– Parents should give clear directions about

respecting teachers and that they are there to help make a difference for society through education

– Parents of gifted children need to be advocates for their children’s education, but they need to advocate in respectful voices

– Actively communicate with teachers

Additional Suggestions (cont.)

• Parent-Teacher United Front (cont.)– Suggested Conference Topics

1. Strengths and abilities2. Weaknesses and problems3. Grade level of class performance4. Peer relationships5. Dependence or Dominance6. Homework and study plan7. Accountability communication8. Contracting suggestions9. Exchange of readings and/or tapes

(Rimm, 2004)

Additional Suggestions (cont.)

• Using strengths to build weaknesses• Speeding (competing against their

own time records)• Coping with frustration (i.e. teaching

them to break down large projects, studying biographies of successful people, etc.)

• Allow them to teach other children• Teaching Competition (Family

games, art, 4-H, debate, music, drama, etc.)

Helpful Websites

• The Council for Exceptional Children: www.cec.sped.org

• The Association for the Gifted: www.cectag.org• The Association for the Education of Gifted

Underachieving Students: Supporting Emotional Needs of Gifted: www.SENGifted.org

• Hoagie’s Gifted Education Page: http://hoagiesgifted.org

• Association for the Education of Gifted Underachieving Students: www.aegus.org

• Gifted-Children.com: www.gifted-children.com

Questions and Sharing

Contact Information

Dr. Kimberly TylerAssistant Professor of

EducationTexas Wesleyan University kmtyler@txwes.edu