Maximizing Our Potential: Maximizing Our Potential: What Do We Owe the 98%?What Do We Owe the 98%?

Nancy Alvarado2012 Mensa Annual Gathering

Where we standWhere we standGifted programs are being cut

nationwide.◦Including programs for arts & athletics

The rationale for education is:◦All children deserve to be educated to

their maximum potential…◦Unless they are working at grade

level…◦Beyond that, their education depends

on what their parents can afford.

National Association for National Association for Gifted ChildrenGifted ChildrenState of the Nation – a report on the

status of gifted education nationwide.

Of 36 states reporting:◦10 provided $0 for gifted education

2010-11◦4 more spent less than $1 million◦15 spent $10 million or more◦14 have reduced state funding since the

last reporthttp://www.nagc.org/DataMapbyState.aspx

Times are ToughTimes are ToughGifted education has never been a

priority.No Child Left Behind has made

funding contingent on performance in ways that divert resources from gifted education.

Education for ALL children has increasingly focused on job skills training not other traditional goals of education.

Psychology examines Psychology examines giftednessgiftedness

Subotnik, Olszewski-Kubilius & Worrell (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12, 3-54.

Rita Subotnik

Goals of Gifted EducationGoals of Gifted EducationSelf-actualization versus EminenceViews of the gifted as qualitatively

different stress developing the psyche.Subotnik, Kassan et al, 1993 asked:

“Can gifted children grown up claim to be gifted adults without displaying markers of distinction associated with their abilities?”

To be labeled “gifted”, adults must display eminence – society has a right to expect this return on their investment.

Eminence should be the Eminence should be the goalgoalSubotnik et al. state:

“Increasing the number of individuals who make pathbreaking, field-altering discoveries and creative contributions by their products, innovations, and performance is the aim of…gifted education.”

“The world needs more of such individuals...”

“Aspiring to fulfillment…will lead to… personal satisfaction… and unimaginable benefits to society.”

What is Eminence?What is Eminence?Contributing in a transcendent

way to making societal life better and more beautiful.

Maximizing one’s lifetime contributions to society.

Outstanding accomplishment in the domain of talent is part of the self-actualization of gifted adults.

Gifted education should remove barriers to eminence.

As Sidney Harris said…As Sidney Harris said…

Easier said than done…ask Easier said than done…ask the underpants gnomesthe underpants gnomes

http://www.southparkstudios.com/clips/151040/the-underpants-business

Eminence

Subotnik’s ModelSubotnik’s Model

?

Subotnik’s ModelSubotnik’s Model

Crucial Factors Crucial Factors Creativity (Csikszentmihalyi, 1990)

◦Little “C” – creativity in class or office that does not create novel products or new info.

◦Big “C” – groundbreaking, field and culture altering products or knowledge in broad contexts resulting in eminent productivity.

Motivation◦Little “M” – small achievement related tasks

and decisions that accumulate over time.◦Big “M” – desire for fame, fortune, power.

DelimitersDelimitersPsychosocial Factors

◦Low motivation◦Unproductive mindsets◦Low level of psychological strength◦Poor social skills

External and Chance Factors◦Late entry into domain◦Poor match between interests and

opportunities

EnhancersEnhancersPsychosocial Factors

◦Optimal motivation (big and little “M”)◦Opportunities taken◦Productive mindsets◦Developed psychological strength◦Developed social skills

External and Chance Factors◦Opportunities offered in/out of school◦Financial resources & social/cultural

capital

Subotnik’s Research Subotnik’s Research AgendaAgenda

High Opportunity Low Opportunity

High Motivation

Greatest likelihood of eminence – best focus for gifted education $

Enhanced likelihood – most important societal responsibility.

Low Motivation

Eminence not likely without changed mindset – focus $ on increasing motivation.

Outcome depends on improved opportunities – greatest challenge to society.

Questions for MensansQuestions for MensansIs eminence our Goal for ourselves

and/or our kids?◦Subotnik argues eminence leads to

positive self-actualization and individual satisfaction.

What does failure to achieve eminence lead to? Do some find the contemplated cost-benefit tradeoffs unacceptable?

Does eminence require a buy-in to social values of a competitive culture?

Identity as a Gifted AdultIdentity as a Gifted AdultDoes the Big-M motivation require an

identity as a gifted or talented person?

When that identity is in conflict with other aspects of identity can eminence be achieved?

Is that identity fragile?◦Dweck’s “fixed mindset” found in

stereotype threat may apply to the gifted.

◦Is there a need to protect that identity.

Personal and Social Personal and Social IdentitiesIdentitiesSubotnik mentions BFLPE – big-

fish little-pond effect. Does it hold in later life?

Cultural ecological theory (Ogbu, 2003) may apply to any group that defines academic achievement as “not for us.”◦Family may be the basis for

exclusion, not simply income, race or ethnicity.

Eminent People are Not Eminent People are Not NiceNice

Single-minded control freak, would not let go of a problem, detail-minded, shouted down colleagues, changed his mind, brutal to others.

No sloppy emotions or analog fuzziness, strong-willed, few friends, socially awkward.

Social Cost-Benefit Social Cost-Benefit TradeoffTradeoff

Social Difficulties in Highly Social Difficulties in Highly GiftedGifted• Young gifted children may seem quirky or

awkward compared with their age peers. • Have encompassing interests that are

different from age peers.• Have sensory issues due to Dabrowski's

Overexcitabilities, similar to autistic children. • Have unusual vocabulary and mature

sentence structures for their age.• Resent or even resist transitioning from an

area of interest. • Enjoy exploring learning topics in more detail

than their age peers.

The Autism OddityThe Autism OddityIncreased diagnosis of Asperger’s

Syndrome may mistakenly include gifted adults and children.◦Some gifted adults self-diagnose.

Several of the descriptive symptoms of giftedness/autism overlap – obsessive interests, social problems, perseverance.

Focus needs to be on differentiating the two, not on the similarities.

How to Tell Autism from How to Tell Autism from GiftednessGiftedness• Asperger's kids have difficulty with social

reciprocity whereas gifted kids enjoy sharing information.

• A gifted child will link his or her multiple topics of interest to other areas of knowledge.

• Gifted children are often more emotionally sensitive than same-age peers and will respond intensely to the emotions of others.

• Gifted children have social difficulties with age peers but not those of similar intellectual ability.

Mensa’s Social ContextMensa’s Social ContextWhen gifted adults become socially

normal in the context of Mensa, they do not fit diagnostic criteria for autism.

Mensa reinforces a social identity that accepts giftedness without compromise. ◦Focus on identity instead of productivity

goals undermines eminence.While Mensa does support Big “C”

goals, it does not support Big “M” goals.