The Importance of Mentorships to Gifted

StudentsGail Fiddyment

University of GeorgiaGifted and Creative Education Program

The Children’s ManifestoFrom Multicultural Mentoring of the Gifted and Talented, by Torrance, Goff, and Satterfield (p. vii-viii):Don’t be afraid to fall in love with something and pursue it with intensity.

Know, understand, take pride in, practice, develop, exploit, and enjoy your greatest strengths.

Learn to free yourself from the expectations of others and to walk away from the games they impose upon you. Free yourself to play your own game.

Find a great teacher or mentor who will help you.Don’t waste energy trying to be well-roundedDo what you love and can do well.Learn the skills of interdependence.Give freely from the infinity of your own creativity.

Torrance, E.P., Goff, K., & Satterfield, N.B. (1998). Multicultural mentoring of the gifted and talented. Waco, TX: Prufrock Press.

Definition of MentorInfluential person who helps someone reach a major goal (Torrance, Goff, & Satterfield, 1998).

A relationship based on a knowledgeable and experienced person, usually an adult, helping a less-experienced person, generally a younger student, reach a major life goal (Goff & Torrance, 1999).

A creative person who provides teaching, counseling and inspiration for a student with similar interests (Grantham, 2004).

Goff, K., & Torrance, E.P. (1999). Discovering and developing giftedness through mentoring. Gifted Child Today, 22 (3), 14-15, 52-53.Grantham, T.C. (2004). Multicultural mentoring to increase black male representation in gifted programs. Gifted Child Quarterly, 48, 232-245.Torrance, E.P., Goff, K., & Satterfield, N.B. (1998). Multicultural mentoring of the gifted and talented. Waco, TX: Prufrock Press.

Definition of Mentor (cont’d)A mentor provides certain roles for the mentee:TeacherRole modelCounselorInspirationPersonal and professional coachFriendAdvisor and supporter

Benefits to MentorsPersonal and professional growthCompletion of workRejuvenation, stimulation of new ideasFriendshipPersonal satisfaction

Benefits to MenteesHeightened interest in reaching career goalsHelp in evaluating personal talents and goalsIncrease in knowledge and skills, including social and professional skills

Talent developmentSelf-confidence and self-esteemPersonal ethicsFriendshipIncrease in creativityEmotional support and encouragement

Characteristics of Good MentorsGood mentors should be:

Exceptionally knowledgeable and skilled in a particular area of interest

Enthusiastic, caring and compassionateAble to communicate and provide feedbackOpen-minded and supportiveEthical and professionalWilling to be a role modelFlexible

Torrance, E.P., Goff, K., & Satterfield, N.B. (1998). Multicultural mentoring of the gifted and talented. Waco, TX:: Prufrock Press.

Components of Successful MentorshipsHighly structuredCareful match of working styles and personalities

Appropriate goals and objectives and criteria for evaluating program

Frequent contact with mentees and familiesFlexibilitySupervision and ongoing trainingStructured activitiesHigh level of commitment

Why Mentors Are Important to Gifted Children“Mentorship programs can provide motivated gifted and talented students with an opportunity to apply inductive thinking and problem-solving skills to advanced content that is often associated with real-life situations” (Siegle, 2005, p. 4)

Siegle, D. (2005). Developing mentorship programs for gifted students. Waco, TX: Prufrock Press.

Why Mentors Are Important to Gifted Children (cont’d)Many gifted students:

Require accelerated pace and more in-depth immersion than school can provide.

Need help balancing career aspirations with personal and social goals and responsibilities.

Experience social isolation and mask abilities to fit in with peers.

Need help realistically evaluating talents and goals.Particularly important to three kinds of gifted students:

Highly giftedDisadvantaged (including minority and low-socioeconomic status)

Underachievers

Why Mentors Are Important to Gifted Children (cont’d)Most studies of gifted programs have focused on effectiveness of programs, improvement in test scores, and goals; should also be examining impact such programs have on participants’ lives.

Mentor programs can impact gifted students’ affective, social and vocational development (more difficult to measure these impacts).Casey, K.M. (2000). Mentors’ contributions to gifted adolescents’ affective, social, and vocational development. Roeper Review, 22, 227-230.Hertzog, N.B. (2003). Impact of gifted programs from the students’ perspectives. Gifted Child Quarterly, 47, 131-143.

Special Importance of Mentors to Culturally and Linguistically Diverse ChildrenCan be effective in improving outcomes for at-risk students:Fewer school absencesBetter attitudes toward school and parentsFewer discipline referralsLess drug and alcohol abuse

Less effect on grades, behaviors such as stealing or property damage, cheating, fighting and tobacco useJekielek, S.M., Moore, K.A., Hair, E.C., & Scarupa, H.J. (2002). Mentoring: A promising strategy for youth development. Retrieved February 22, 2010 from http://www.childtrends.org/files/MentoringBrief2002.pdf

Special Importance of Mentors to Culturally and Linguistically Diverse Children (cont’d)Longer mentor relationships associated with more positive effectsLess truancyHigher gradesLess likely to start using drugs or alcohol

Shorter (3-6 months) mentor relationships did not show gain

Unsuccessful mentor relationships (less than 3 months) associated with decline in scholastic achievement and lower self-worth

Jekielek, S.M., Moore, K.A., Hair, E.C., & Scarupa, H.J. (2002). Mentoring: A promising strategy for youth development. Retrieved February 22, 2010 from http://www.childtrends.org/files/MentoringBrief2002.pdf

Special Importance of Mentors to Culturally and Linguistically Diverse Children (cont’d)According to Torrance, Goff, and Satterfield (1998), we should be:

“recognizing, acknowledging, and using their potential to build success, skills, and abilities rather than wasting energy and resources by focusing on their deficits and neglecting their strengths (p. vi).

examining “what existing skills, abilities, and motivations the children possess and then provide for the expression, integration, and utilization of those skills” (p. 3)

Torrance, E.P., Goff, K., & Satterfield, N.B. (1998). Multicultural mentoring of the gifted and talented. Waco, TX: Prufrock Press.

Special Importance of Mentors to Culturally and Linguistically Diverse Children (cont’d)Few role modelsFew expectations of academic successFocus on tests of verbal strength tends to neglect them

Deficit thinkingMany undiscovered gifts and talents among these children, especially in areas of creativityMentor appears to be significant factor in adult creativityTorrance, E.P., Goff, K., & Satterfield, N.B. (1998). Multicultural mentoring of the gifted

and talented. Waco, TX: PrufrockPress.

Special Importance of Mentors to Culturally and Linguistically Diverse Children (cont’d)Although preferable for mentors to be same gender/racial/ethnic background, not always possible

Important for mentors of different cultural, racial or ethnic background to have good self-awareness of possible biases and lack of experience, but also understanding of values and experiences of child’s culture

Mentors should be: willing to broaden knowledge of other cultures“accepting, genuine, spontaneous, respecting, empathetic, open, and self-disclosing” (Torrance, Goff, & Satterfield, 1998, p. 16).Torrance, E.P., Goff, K., & Satterfield, N.B. (1998). Multicultural mentoring of the gifted

and talented. Waco, TX: PrufrockPress.

Importance of Mentorships to Gifted Black MalesMay motivate students to participate in challenging academic endeavors

Helps develop a strong racial identityOvercome negative self-beliefsShould include career, education and personal development

Importance of Mentorships to Gifted FemalesParticularly important in balancing career and family responsibilities

Prominent females value interpersonal relationship and role modeling of mentor as much or more than career advice

Early exposure to mentoring, before career aspirations and academic performance decline

Importance of Mentorships to Underachieving Gifted MalesFew studies on mentoring relationships with underachieving males

Often overlooked for mentor opportunities because of lack of achievement and motivation

Mentor relationship may help develop strengths, potential and promise, overcome effects of underachievement

Potential Problems with MentorshipsTime commitment for both mentor and menteeEffectiveness limited by student mentors—can’t commit for long period of time

Recruitment and screening of mentorsInadequate involvement by mentor or menteeLack of communicationLack of clear expectationsEarly termination of relationship may do more harm than good

Guidelines for ParentsWhat are the strengths, weaknesses, learning styles and interests of my child?

Does my child really want and need a mentor?

What are the time and energy commitments that my child will have to make?

Do I already know someone who can fill this role?

Interview potential mentors.Monitor the relationship.

Siegle, D. (2005). Developing mentorship programs for gifted students. Waco, TX: Prufrock Press.

Guidelines for StudentsWhy do I want a mentor?What am I hoping to gain from this experience?

Do I have the time and commitment required to make this work?

What are the potential benefits and limitations of a mentorship?

Siegle, D. (2005). Developing mentorship programs for gifted students. Waco, TX: Prufrock Press.

Guidelines for MentorsDo I have the desire to work with gifted students?

Do I understand the characteristics and unique problems and potential of gifted students?

Am I willing to be a role model and share personal and professional experiences with a student?

Do I have a passion for my field that I can use to inspire a younger person?

Berger, S.L. (1990). Mentor relationships and gifted learners. Washington, DC: Office of Educational Research and Improvement, The Council for Exceptional Children (ERIC Document Reproduction Services No. ED 321 491).Siegle, D. (2005). Developing mentorship programs for gifted students. Waco, TX: Prufrock Press.

ReferencesBerger, S.L. (1990). Mentor relationships and gifted learners. Washington, DC: Office of

Educational Research and Improvement, The Council for Exceptional Children (ERIC

Document Reproduction Services No. ED 321 491).

Casey, K.M. (2000). Mentors’ contributions to gifted adolescents’ affective, social, and

vocational development. Roeper Review, 22, 227-230.

Davalos, R.A., & Haensley, P.A. (1997). After the dust has settled: Youth reflect on

their high school mentored research experience. Roeper Review, 19, 204-207.

DuBois, D.L., Holloway, B.E., Valentine, J.C., & Cooper, H. (2002). Effectiveness of

mentoring programs for youth: A meta-analytic review. American Journal of Community

Psychology, 30, 157-197.

Edlind, E.P., & Haensley, P.A. (1985). Gifts of mentorships. Gifted Child Quarterly, 29, 55-60.

Hebert, T.P., & Olenchak, F.R. (2000). Mentors for gifted underachieving males:

Developing potential and realizing promise. Gifted Child Quarterly, 44, 196-207.

Goff, K., & Torrance, E.P. (1999). Discovering and developing giftedness through

mentoring. Gifted Child Today, 22 (3), 14-15, 52-53.

Grantham, T.C. (2004). Multicultural mentoring to increase black male representation in

gifted programs. Gifted Child Quarterly, 48, 232-245.

Hertzog, N.B. (2003). Impact of gifted programs from the students’ perspectives. Gifted

Child Quarterly, 47, 131-143.

References (cont’d)Holt, L.J., Bry, B.H., & Johnson, V.L. (2008). Enhancing school engagement in at-risk urban

minority adolescents through a school-based, adult mentoring intervention. Child and Family Behavior Therapy, 30, 297-318.

Jekielek, S.M., Moore, K.A., Hair, E.C., & Scarupa, H.J. (2002). Mentoring: A promising strategy for youth development. Retrieved February 22, 2010 from http://www.childtrends.org/files/MentoringBrief2002.pdf

Schatz, E. (2000). Mentors: Matchmaking for young people. Journal of Secondary Gifted Education, 11, 67-87.Shevitz, B., Weinfeld, R., Jeweler, S., & Barnes-Robinson, L. (2003). Mentoring empowers

gifted/learning disabled students to soar! Roeper Review, 26, 37-40.

Siegle, D. (2005). Developing mentorship programs for gifted students. Waco, TX: Prufrock Press.Siegle, D., McCoach, D.B., & Wilson, H.E. (2009). Extending learning through mentorships. In

F.A. Karnes, & S. M. Bean (Eds.), Methods and materials for teaching the gifted (3rd ed., pp. 519-563). Waco, TX: Prufrock Press.

Torrance, E.P., Goff, K., & Satterfield, N.B. (1998). Multicultural mentoring of the gifted and talented. Waco, TX: Prufrock Press.

VanTassel-Baska, J. (2007). Serving gifted learners beyond the traditional classroom: A guide to alternative programs and services. Waco, TX: Prufrock Press.

Wright, L., & Borland, J.H. (1992). A special friend: Adolescent mentors for young, economically disadvantaged, potentially gifted students. Roeper Review, 14, 124-129.