Underachievement and Underachievement and the Giftedthe Gifted

Suzanne Myers-Laird, MS Ed.Suzanne Myers-Laird, MS Ed.

Waukee Academic Boosters Waukee Academic Boosters 1/13/091/13/09

• ““It is not impossibilities which fill It is not impossibilities which fill us with the deepest despair, but us with the deepest despair, but possibilities which we have failed possibilities which we have failed to realize.”to realize.”

Robert MalletRobert Mallet

Underachievement: Underachievement: What is it?What is it?

• ““Children with average, above-Children with average, above-average, and even gifted average, and even gifted intellectual abilities who are simply intellectual abilities who are simply not performing up to their not performing up to their capabilities.” capabilities.”

» Rimm (1995)Rimm (1995)

• Severe discrepancy between Severe discrepancy between expected achievementexpected achievement (as (as measured by standardized measured by standardized achievement test scores or achievement test scores or cognitive or intellectual ability cognitive or intellectual ability assessments) and assessments) and actual actual achievementachievement (as measured by class (as measured by class grades and teacher evaluations)grades and teacher evaluations)

» Reis and McCoach (2000)Reis and McCoach (2000)

• A student not working up to his/her A student not working up to his/her potential. “You can do better” potential. “You can do better”

» Coil (2004)Coil (2004)

Underachievement: Underachievement: Why should we care?Why should we care?

• It is speculated that approximately It is speculated that approximately 50% of the gifted population fit 50% of the gifted population fit the definition of underachievementthe definition of underachievement

» McCoach and Seigle (2008)McCoach and Seigle (2008)» Davidson and Davidson (2004)Davidson and Davidson (2004)» A Nation at RiskA Nation at Risk (1983) (1983)

• Of those gifted students without Of those gifted students without underachievement issues:underachievement issues:– 100% attend college100% attend college– 83% finish 4 years of college83% finish 4 years of college

» Peterson (2000 study)Peterson (2000 study)

• Of those gifted students who Of those gifted students who struggle with underachievement struggle with underachievement issues:issues:– 87% attend college87% attend college– 52% finish 4 years of college52% finish 4 years of college

» Peterson (2000 study)Peterson (2000 study)

• Four years after high school Four years after high school graduation, high school and graduation, high school and college achievement were strongly college achievement were strongly correlated. correlated.

» Peterson (2000)Peterson (2000)

• Thirteen years after high school, the Thirteen years after high school, the educational and occupational status educational and occupational status of high school underachievers of high school underachievers paralleled their grades in high paralleled their grades in high school, rather than their abilities.school, rather than their abilities.

» McCall, Evahn, & Kratzer (1992 in the McCall, Evahn, & Kratzer (1992 in the largest longitudinal study of underachievers largest longitudinal study of underachievers conducted to date)conducted to date)

• Between 18-25% of high school Between 18-25% of high school dropouts are identified as gifteddropouts are identified as gifted

» The Center for Comprehensive School The Center for Comprehensive School Reform and Improvement (2008)Reform and Improvement (2008)

Characteristics of Characteristics of UnderachievementUnderachievement

• The Rebel or The Rebel or “Rebellious Rebecca”“Rebellious Rebecca”

– Disruptive, delinquent, Disruptive, delinquent, hostile, touchy, hostile, touchy, temperamentaltemperamental

» Reis & McCoach Reis & McCoach (2000)(2000)

• The Stressed Learner or The Stressed Learner or “Perfectionistic Pearl”“Perfectionistic Pearl”– Anxious, perfectionistic, worries about Anxious, perfectionistic, worries about

failurefailure» Reis & McCoach (2000)Reis & McCoach (2000)

• The Complacent Learner or The Complacent Learner or “Passive Paul”“Passive Paul”

– Procrastinates, easily Procrastinates, easily

distracted, seems distracted, seems

unconcerned about workunconcerned about work» Reis & McCoach (2000)Reis & McCoach (2000)

Underachievement: Underachievement: What does it look like?What does it look like?

• Low academic self-Low academic self-perceptionsperceptions

• Low self-motivationLow self-motivation• Low effort toward Low effort toward

academic tasksacademic tasks• Negative attitudes toward Negative attitudes toward

school and teachersschool and teachers• Daydream and dawdleDaydream and dawdle• Lack of goalsLack of goals• Feelings of inferiorityFeelings of inferiority• Avoid competition (unless Avoid competition (unless

they are sure to win)they are sure to win)

• Low self-confidenceLow self-confidence• Use reading, tv, and Use reading, tv, and

video games as escapes video games as escapes from doing homeworkfrom doing homework

• Inability to persevereInability to persevere• Have creative ideas but Have creative ideas but

they are rarely brought they are rarely brought to closureto closure

• ““School is boring”School is boring”• DisorganizedDisorganized• Possible Possible

behavior/learning behavior/learning problemsproblems

• Calvin and HobbesCalvin and Hobbes by Bill by Bill WattersonWatterson

» Reprint for educational use onlyReprint for educational use onlyReprinted for educational purposes only

Early Risk Factors for Early Risk Factors for Underachievement:Underachievement:

• The “too soon” childThe “too soon” child• The “overwelcome” childThe “overwelcome” child• Birth orderBirth order• Early health problemsEarly health problems• Specific parenting relationshipsSpecific parenting relationships• GiftednessGiftedness

» Rimm (1995)Rimm (1995)

Eleanor Roosevelt said,Eleanor Roosevelt said,

““The surest way to The surest way to

make it difficult make it difficult for children is to for children is to make it easy for make it easy for them.”them.”

Possible Familial CausesPossible Familial Causes

• Inconsistent parenting techniquesInconsistent parenting techniques• Overly lenient/strict/protectiveOverly lenient/strict/protective• Treating child as an adult at too Treating child as an adult at too

young an ageyoung an age• Family instability/problemsFamily instability/problems• Too much pressureToo much pressure

Possible Possible Environmental Causes Environmental Causes

(school)(school)

• Strict/repressive/inflexible teachersStrict/repressive/inflexible teachers• Unrewarding curriculumUnrewarding curriculum• Overly helpful teachersOverly helpful teachers• Lack of variety in teaching stylesLack of variety in teaching styles• Impossible standards/low expectationsImpossible standards/low expectations• Extremely competitive/no competitionExtremely competitive/no competition

Possible Environmental Possible Environmental Causes (peers)Causes (peers)• High-achieving peers have a positive High-achieving peers have a positive

influence on gifted students who begin to influence on gifted students who begin to underachieve. The reverse is true as underachieve. The reverse is true as well. One study showed that 66% of high well. One study showed that 66% of high ability students named peer pressure as ability students named peer pressure as the primary force against getting good the primary force against getting good grades.grades.

• Studies show that friends’ grades are Studies show that friends’ grades are very similar by the end of the year.very similar by the end of the year.

» Inman PowerpointInman Powerpoint

Possible Personal CausesPossible Personal Causes

• Depression and anxietyDepression and anxiety• Externalizing issues including Externalizing issues including

rebellion and nonconformityrebellion and nonconformity• Learning problemsLearning problems• Deficits in self-regulationDeficits in self-regulation• Social immaturitySocial immaturity• Dual exceptionalityDual exceptionality

» Reis and McCoach (2002)Reis and McCoach (2002)

““It’s never too late to be what you It’s never too late to be what you might have been.”might have been.”

George EliotGeorge Eliot

Is there no hope???Is there no hope???

““Children are not born Children are not born underachievers. underachievers.

Underachievement is Underachievement is learned, learned, therefore it can be unlearned.”therefore it can be unlearned.”

» Davis and Rimm (2004 p. 317)Davis and Rimm (2004 p. 317)

Underachievement: Underachievement: What can we do to reverse it?What can we do to reverse it?

• As TeachersAs Teachers– Show acceptance and caringShow acceptance and caring– Encourage extra-curricular interestsEncourage extra-curricular interests– Communicate one-on-oneCommunicate one-on-one– Maintain home/school contactMaintain home/school contact– Suggest counseling (parent, student, Suggest counseling (parent, student,

or family)or family)– Use competition productivelyUse competition productively

What can we do?What can we do?• As Parents:As Parents:

– Be good modelsBe good models– Refrain from using words like “smartest” and Refrain from using words like “smartest” and

“brilliant”“brilliant”– Emphasize “hard work” and “good thinking”Emphasize “hard work” and “good thinking”– Instead of reassuring underachievers of their Instead of reassuring underachievers of their

brilliance and creativity, it’s better to admire their brilliance and creativity, it’s better to admire their hard work ethic.hard work ethic.

– Be consistent (individually and together)Be consistent (individually and together)– Encourage extra-curricular activitiesEncourage extra-curricular activities– Maintain a positive attitude toward your child, even Maintain a positive attitude toward your child, even

in the face of academic failurein the face of academic failure– Remain calm, consistent, and objective during the Remain calm, consistent, and objective during the

underachievement situationunderachievement situation

What can we do?What can we do?

• Rimm’s TRIFOCAL modelRimm’s TRIFOCAL model– AssessmentAssessment– CommunicationCommunication– Changing ExpectationsChanging Expectations– Role Model IdentificationRole Model Identification– Correction of DeficienciesCorrection of Deficiencies– Modifications of ReinforcementsModifications of Reinforcements

» Rimm (1995)Rimm (1995)

What can we do?What can we do?• As schools:As schools:

– Provide for intellectual challenge and advanced studiesProvide for intellectual challenge and advanced studies– Use independent studyUse independent study– Include student discussionInclude student discussion– Make activities/assignments real/relevant to the studentMake activities/assignments real/relevant to the student– Focus on the process as well as the productFocus on the process as well as the product– Gifted/advanced classesGifted/advanced classes– Early identificationEarly identification– Use of counselors familiar with underachievementUse of counselors familiar with underachievement– MentoringMentoring– Promote extracurricular activitiesPromote extracurricular activities– Promote home-school partnershipsPromote home-school partnerships

What can we do?What can we do?

• In regards to peers:In regards to peers:– Parents and teachers should Parents and teachers should

encourage interactions and encourage interactions and friendships with other gifted friendships with other gifted achievers with similar interestsachievers with similar interests

““I find the harder I work, the I find the harder I work, the more luck I seem to have.”more luck I seem to have.”

Thomas JeffersonThomas Jefferson

What can we do?What can we do?

• Seek counseling interventionsSeek counseling interventions– Individual, group, or familyIndividual, group, or family– Concentrate on changing personal Concentrate on changing personal

and/or family dynamics that lead to and/or family dynamics that lead to underachievementunderachievement

– Coping with frustrationCoping with frustration

Professor Dumbledore:Professor Dumbledore:

““It is our choices, Harry, that show It is our choices, Harry, that show what we truly are, far more than what we truly are, far more than our abilities.”our abilities.”

J.K. RowlingJ.K. Rowling

Harry Potter and the Chamber of SecretsHarry Potter and the Chamber of Secrets

Works citedWorks cited• Coil, C. (2004). Coil, C. (2004). Becoming an Achiever.Becoming an Achiever. USA: Pieces of Learning. USA: Pieces of Learning.• Davidson, J. a. (2004). Davidson, J. a. (2004). Genius Denied.Genius Denied. New York: Simon and Schuster. New York: Simon and Schuster.• Davis, G. A. (2004). Davis, G. A. (2004). Education of the Gifted and Talented.Education of the Gifted and Talented. Boston: Pearson Education, Inc. Boston: Pearson Education, Inc.• Delisle, J. (1994). Dealing with the stereotype of underachievement. Delisle, J. (1994). Dealing with the stereotype of underachievement. Gifted Child Today, 17Gifted Child Today, 17(6), 20-21.(6), 20-21.• Emerick, L.J. (1992). Academic underachievement among the gifted: Students’ perceptions of factors that Emerick, L.J. (1992). Academic underachievement among the gifted: Students’ perceptions of factors that

reverse the pattern. reverse the pattern. Gifted Child Quarterly, 36(3Gifted Child Quarterly, 36(3), 140-146.), 140-146.• Inman, T. Underachievement Powerpoint. The Center for Gifted Studies: Western Kentucky UniversityInman, T. Underachievement Powerpoint. The Center for Gifted Studies: Western Kentucky University• National Commission on Excellence in Education. (1983). National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform.A nation at risk: The imperative for educational reform.

Washington, D.C.: U.S. Government Printing Office.Washington, D.C.: U.S. Government Printing Office.• McCall, R.B.; Evahn, C.; & Kratzer, L. (1992). McCall, R.B.; Evahn, C.; & Kratzer, L. (1992). High School Underachievers: What do they achieve as adults? High School Underachievers: What do they achieve as adults?

Newbury Park: Sage Publications.Newbury Park: Sage Publications.• Peterson, J.S. (2000). A Follow-Up Study of One Group of Achievers and Underachievers Four Years After High Peterson, J.S. (2000). A Follow-Up Study of One Group of Achievers and Underachievers Four Years After High

School Graduation. School Graduation. Roeper Review, 22(4)Roeper Review, 22(4), 217-224,, 217-224,• Peterson, J.S. & Colangelo, N. (1996). Gifted Achievers and Underachievers: A Comparison of Patterns Found in Peterson, J.S. & Colangelo, N. (1996). Gifted Achievers and Underachievers: A Comparison of Patterns Found in

School Files. School Files. Journal of Counseling and Development, 74Journal of Counseling and Development, 74, 399-407., 399-407.• Reis, S. M., & McCoach, D. B. (2002). Underachievement in gifted and talented students with special needs. Reis, S. M., & McCoach, D. B. (2002). Underachievement in gifted and talented students with special needs.

Exceptionality, 10(2)Exceptionality, 10(2), 113-125., 113-125.• Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do

we go? we go? Gifted Child Quarterly, 44Gifted Child Quarterly, 44, 152-170., 152-170.• Rimm, S. (1995). Rimm, S. (1995). Why Bright Kids Get Poor Grades (and what you can do about it).Why Bright Kids Get Poor Grades (and what you can do about it). New York: Three Rivers Press. New York: Three Rivers Press.• Rimm, S., Cornale, M., Manos, R., & and Behrend, J. (1992). Rimm, S., Cornale, M., Manos, R., & and Behrend, J. (1992). Guidebook For Implementing the TRIFOCAL Guidebook For Implementing the TRIFOCAL

Underachievement Program for Schools.Underachievement Program for Schools. Watertown: Apple Publishing Company. Watertown: Apple Publishing Company.• Schultz, B. H. (2005). Gifted Underachievement: Oxymoron or Educational Enigma? Schultz, B. H. (2005). Gifted Underachievement: Oxymoron or Educational Enigma? Gifted Child Today, 28(2)Gifted Child Today, 28(2), ,

46-49.46-49.• The Center for Comprehensive School Reform and Improvement. (2008). Issue Brief: Gifted and Talented The Center for Comprehensive School Reform and Improvement. (2008). Issue Brief: Gifted and Talented

Students at Risk for Underachievement. Washington, D.C.: Learning Point Associates and SEDL for the U.S. Students at Risk for Underachievement. Washington, D.C.: Learning Point Associates and SEDL for the U.S. Department of Education.Department of Education.

• Tomlinson, C. A. (1999). Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners.The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria: Alexandria: Association for Supervision and Curriculum Development.Association for Supervision and Curriculum Development.