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Roeper Review Volume 33, 2011 - Issue 3
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Beliefs, Actions, and Characteristics of Teachers

Gifted Girls: Gender Bias in Gifted Referrals

Margarita BiancoCorrespondence[email protected]
,
Bryn Harris
,
Dorothy Garrison-Wade
&
Nancy Leech
Pages 170-181 | Received 13 Oct 2009, Accepted 23 Mar 2010, Published online: 17 Jun 2011

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Brittany N. Anderson. (2020) “See Me, See Us”: Understanding the Intersections and Continued Marginalization of Adolescent Gifted Black Girls in U.S. Classrooms. Gifted Child Today 43:2, pages 86-100.
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Joseph L. Russell. (2018) High School Teachers’ Perceptions of Giftedness, Gifted Education, and Talent Development. Journal of Advanced Academics 29:4, pages 275-303.
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Jilana S. Boston & Andrei Cimpian. (2018) How Do We Encourage Gifted Girls to Pursue and Succeed in Science and Engineering?. Gifted Child Today 41:4, pages 196-207.
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Jacek Gralewski & Maciej Karwowski. (2016) Are Teachers' Implicit Theories of Creativity Related to the Recognition of Their Students' Creativity?. The Journal of Creative Behavior 52:2, pages 156-167.
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Conra D. Gist, Terrenda White & Margarita Bianco. (2017) Pushed to Teach: Pedagogies and Policies for a Black Women Educator Pipeline . Education and Urban Society 50:1, pages 56-86.
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Jennifer Petersen. (2013) Gender differences in identification of gifted youth and in gifted program participation: A meta-analysis. Contemporary Educational Psychology 38:4, pages 342-348.
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Daniel Hernández-Torrano, María Dolores Prieto, Carmen Ferrándiz, Rosario Bermejo & Marta Sáinz. (2013) Characteristics Leading Teachers to Nominate Secondary Students as Gifted in Spain. Gifted Child Quarterly 57:3, pages 181-196.
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