Literature Review on the Topic of the Influence of Gender on the Identification and Development of Gifted Female Students

ABSTRACT: The influence of gender on the identification and development of gifted female students has been a moderately studied topic by the scientific community. The objective of this study was to conduct a systematic review of the literature in Scopus, Web of Science and ProQuest between 2010-2020. The study consists of two parts. The first led to the identification of the state of the art limited to 148 scientific articles, of which fve were selected for further study. The second sought to answer questions about current trends. The findings allow us to afrm that the trends are oriented towards the formation of gifted infants in primary and secondary education. Likewise, the race condition represents a limitation in the academic development of gifted women. On the other hand, it was found that gender stereotypes continue to be the basis of the treatment of gifted women by parents and teachers. In this sense, the gender disparity in the university appeared as a recurring situation in the analyzed research. In this sense, the idea of considering Mathematics and Natural Sciences as predominantly male disciplines persists among the parents of gifted young people. This situation conditions the academic self-perception of outstanding women. Likewise, there are articles that refer to the learning experience from a cognitive approach. Finally, in recent years a resignation has been detected in scientific production regarding gifted children.摘要：性别对资优女生（gifted female students）的识别与发展的影响，是学界已有一定研究基础的议题。本研究旨在对2010年至2020年间收录于斯高帕斯（Scopus）、Web of Science及ProQuest数据库的文献开展系统综述（systematic review）。本研究分为两个部分：第一部分梳理现有研究现状，共筛选得到148篇学术文章，其中5篇被选作进一步研究对象；第二部分旨在探究当前研究趋势。研究结果证实，当前研究趋势聚焦于中小学阶段资优儿童的培养。此外，种族因素仍是制约资优女性学术发展的一项局限。与此同时，研究发现性别刻板印象仍是家长与教师对待资优女性的行为依据。在此背景下，大学阶段的性别失衡现象在纳入分析的研究中反复出现。值得注意的是，资优青少年的家长仍普遍认为数学与自然科学属于男性主导的学科，这一情况会影响杰出女性的学术自我认知。另有部分文献从认知视角探讨了学习体验。最后，近年针对资优儿童的科研产出呈现出衰减态势。