The causes and correlates of gifted underachievement have received considerable attention in recent research literature (Dowdall & Colangelo, 1982; Van Boxtel & Monks, 1992; Whitmore, 1986). This direction of causation between self-concept and underachievement has not been adequately addressed. Like gifted students in general., they exhibit great variability and diversity in their behaviors, interests, and abilities. For example, Rimms trifocal model is a three-pronged approach that involves parents and school personnel in an effort to reverse student underachievement (Rimm, 1995; Rimm, et al., 1989). B., Mounts, N., Lamborn, S. D., & Steinberg, L. (1993). Positive peer interaction contributed to some students reversal of underachievement. Do gifted underachievers resemble lower achieving students? The most common component of the various definitions of underachievement in gifted students involves identifying a discrepancy between ability and achievement (Baum, Renzulli, & Hebert, 1995a; Butler-Por, 1987; Dowdall & Colangelo, But neither our psychological insights nor our statistical evidence give us reason to believe that a scholastic aptitude test measures all of the significant determiners of scholastic achievement. Whitmore, J. R. (1986). Some researchers have suggested this minority language background may adversely affect Hispanic students academic achievement (Fernandez, Hirano-Nakanish & Paulsen, 1989). Tomlinson, C. A., Callahan, C. M., & Lelli, K. M. (1997). 3, pp. Renzulli, J. S. (1977). 5 kept her name famous. The absence of any clear, precise definition of gifted underachievement restricts research-based comparisons and hinders the quest for suitable interventions. Challenging expectations: Case studies of culturally diverse young children. - prioritizing Gifted Child Quarterly, 32, 267-272. Let us define underachievement as a discrepancy between expected achievement and actual achievement. These are the students that the teacher may wish to assign more work, extra work or more challenging work to in order to help them get this out of their system. Her qualitative research study examined the patterns of underachievement and subsequent achievement of 10 young adults. Giftedness (also called talented and gifted or TAG) is primarily determined through testing, which is often conducted by school districts. Further research in this area must focus on developing multiple approaches to both preventing and reversing underachievement. Sociology of Education, 63, 44-61. McCall, Evahn, and Kratzer (1992) observed that most of the comparison group research within the area of gifted underachievement equates gifted underachievers to their mental ability cohorts. Recently, Reis (1998) suggested that gifted students who are not challenged in school may actually demonstrate integrity and courage when they choose not to do required work that is below their intellectual level. Pirozzo (1982) asserted that, generally, about half of the gifted children who score in the top 5% of intellectual ability on individualized IQ tests do not demonstrate comparable school achievement. The sample consisted of 56 gifted underachievers and 122 gifted achievers from 28 high schools Gifted Child Quarterly, 34, 72-75. It is important for educators to have a clear understanding as to who are considered gifted underachievers in the classroom. In addition, bright students who receive poor grades may demonstrate mastery in standardized achievement testing situations (Colangelo, Kerr, Christensen, & Maxey, 1993; Lupart & Pyryt, 1996). The gifted underachiever who had reversed patterns of academic underachievement in this study exhibited characteristics also associated with the highly creative and gifted individual: independence of thought and judgment, willingness to take risks, perseverance, above-average intellectual ability, creative ability, and an intense Unfortunately, little research has addressed the effectiveness of these options. Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). Butler-Por, N. (1987). We need to move beyond correlational studies of common characteristics of underachieving students and begin to explore linkages and flow of causality among these different characteristics and student achievement.

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