Underachievement - : A View Through The Lens of The Literature in Gifted Education
Underachievement - : A View Through The Lens of The Literature in Gifted Education
Underachievement - : A View Through The Lens of The Literature in Gifted Education
Issue 15
Underachievement -
Gay Gallagher
Defining Underachievement
Significant difficulty lies in identifying underachieving gifted and talented learners
because of differing interpretations of exactly what it is that constitutes
underachievement.
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comparison with potential is fraught with difficulties, as there is no measure for capacity
(Clark, 1992).
A second interpretation views the relationship between the talent and the expected
contribution to society as the important point of comparison (Davis & Rimm, 1998). This
discourse portrays underachieving gifted students as being societys greatest loss and
greatest potential resource (Davis & Rimm, 1998, p278). From this perspective,
underachievement suggests adult disapproval, assessing what the student hasnt
accomplished. Delisle (1992, p116) maintains that the name of the game is blame, but
questions just who set the initial frame of rules. Underachievement is perceived
through the eyes of the observer who is influenced by predetermined expectations. In
such instances, subjective judgments about the value of particular accomplishments are
being made (Reis & McCoach, 2000). This view of achievement corresponds to the
notion of a society that assumes that economic advancement, social mobility and power
are the criteria by which success is to be judged (French, 1997, p13). If
underachievement is defined in direct relationship to achievement, then
underachievement is seen as a failure to meet these important criteria.
Analysing Underachievement
Although there is widespread debate about the complex and contradictory nature of
underachievement (Reis & McCoach, 2000) there is general agreement on the key factors
that may help identify those who are at risk of underachievement.
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One key factor appears to be poor self-image and the loss of self-esteem (Clark, 1992;
Davis & Rimm, 1998). Strong self-concept is developed through achievement. Students
need to see the relationship between process and outcome, effort and achievement, of
setting and reaching a goal. It is through accepting and conquering challenges that self-
confidence is developed (Rimm, 1986; cited in Davis & Rimm, 1998). This impacts on
self-efficacy and self-esteem. For many gifted students, low self-image is related to the
unrealistically high expectations of their parents and teachers, and at times the students
themselves. Conversely, inadequate strategies and academic skills may accompany low
aspirations and limited goal setting ability. These may have been developed in the early
years of schooling when the learning was easy and presented little challenge. Minimal
effort may have been made to develop the necessary study habits, and concentration. As
time progresses, the child may develop a fear of failure, and avoidance behaviours factors
which impact on their already precarious self-esteem (Davis & Rimm, 1998, p285).
While Piirto (1994; cited in French, 1997) suggests that underachievement may be a
hallmark of dysfunction in the family of gifted students, this view has been contested by
other writers. For example, Reis and McCoach (2000) question whether family discord
and dysfunction is a result of, rather than a cause of, the underachievement pattern.
However, parental reactions to the child, expectations and pressure are seen as key factors
in the causal relationship (Clark, 2002).
Parents of gifted and talented children may show excessive commitment to their children,
even to the extent that they may inadvertently reduce the childrens self-efficacy and
competence (Clark, 2002). A cycle of dependence, particularly with the mother, may be
established within the home as parents try to meet the childs needs and demands. This
may reach a point where the child is dominant and controlling, but dependent on others to
complete tasks. Such children may identify their weaknesses but believe they do not need
to be addressed, or believe they are unable to learn the new skills. This reduces self-
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efficacy and self-concept. Such a cycle of dependence may manifest itself in the
classroom, and unconsciously be maintained by the teacher (Clark, 2002; Davis & Rimm,
1998).
Parents may unwittingly contribute to their childs underachievement. Hyman (1989, p11)
suggests that very successful parents may not display the early struggles, self-doubts,
frustrations and sacrifices that they have experienced on their journey to success, leaving
the gifted child feeling that such struggles are unusual, or a sign of failure.
Attention addiction and excessive manipulation are seen as common behaviours among
underachieving students whereby they elect to relinquish responsibility, rather than
actively work towards achievement and accomplishment (Rimm 1986, cited in French,
1997). Disorganisation and procrastination are two common indicators of the
underachieving gifted student (Rimm, 1994, cited in Colangelo & Davis, 1997).
Within the school environment, there are several factors that may contribute to patterns of
underachievement. An unwelcoming school climate, inflexibility, and competitive
classrooms, along with negative expectations and unrewarding curriculum are some of
the factors identified in the literature (Davis & Rimm, 1998). Boring curricula, teacher
rigidity and lack of tolerance for diversity, and even resentment towards bright students
are acknowledged as being key contributors to underachievement in the classroom
(Hyman, 1989).
Predictability, lack of challenge, variety, and stimulation and the setting of unrealistic
goals and standards may all contribute to negative achievement attitudes within the
classroom setting (Evans, 1985 cited in Clark, 1992). That such conditions may actually
foster underachievement is supported in recent brain research which explains that
richness of environment contributes to the development of interconnections of the
neurons, which stimulate cognitive capacity and subsequent learning (Sousa, 1995).
Repetitive and unstimulating work may well be neurobiologically unnecessary, and even
counter productive (Geake, 1997, p29).
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Schools may further undermine achievement by their failure to acknowledge and value
high achievement, by failing to acknowledge the need for differentiated programmes for
Teacher bias against gifted students and their failure to meet the needs of these students
may contribute to the anger that underlies much underachievement.
There may even be a serious conflict of values between the adult and the child,
contributing to negative attitudes and subsequent underachievement (Reis & McCoach,
2000). Students may react to this situation by not doing their work, without understanding
any negative personal consequences (Hyman,1989).
Addressing underachievement
Understanding individual students and their underachievement patterns is paramount to
making any changes.
One way may be to analyse the students according to Delisles (2002) framework which
differentiates underachievers from selective consumers. The former require
considerably more support as they are more dependent and withdrawing, and generally
hold a poor academic self-image. In contrast, selective consumers perceive themselves
as academically capable, tend to be more independent and their performance is selected
relative to the teacher, content or context.
These different types of underachievers need particular and individual strategies to enable
better socialisation with peers, and to change behaviours and attitudes to enable academic
success.
One effective strategy is the spotlight approach, where time and effort are spent in clear
identification of the specific problem, resulting in clearer direction for efficient
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remediation (Delisle, 1992). Parents may need to make significant changes to their
expectations and to their role modeling, as well as to their breaking the cycle of
dependence or dominance with their child (Clark, 1992; Colangelo & Davis, 1997).
Assisting the learner to not only establish realistic goals, but also to develop strategies to
enable them to achieve the goals, may also be beneficial. Sharing ideas and
acknowledging achievement in a mutually respectful relationship may help to overcome
patterns of underachievement, particularly if those patterns have been long standing.
Recognition of the factors that have caused low self-esteem are paramount, although
acknowledgement that it may have taken years to develop such low-esteem, and that
significant change may take time, is also crucial (Coil, 2000). A key factor here is attitude
to failure, and the establishment of a culture in which failure is perceived as an
opportunity to learn and develop ideas. It is important that parents and teachers celebrate,
rather than feel threatened by, the childs advanced achievement.
The spotlight should also be focused on the learners control of their learning situations.
There should not only be emphasis on strengths, but also development of ways in which
studentscan correct or compensate for their weaknesses (Sternberg, 2000; Willings &
Greenwood, 1990).
There also needs to be planned intervention to effect changes (Rimm, 1986 cited in
Colangelo & Davis, 1997). This may involve a partnership between the school and the
home to ensure consistency of messages, expectations, and strategies used, and to ensure
that learners assume responsibility for their role in the remediation process (Coil, 2000).
A strong partnership would also help break any repeating cycles that reinforce
underachieving behaviour (Clark, 2002).
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The school culture must also come under consideration. The environment should nurture
positive self-concept, with a warm, intellectually stimulating, accepting openness which
values diversity (Clark, 1992). It needs to encourage an active partnership between school
and home, with acknowledgement of the students role in achieving success. The
environment also should assist learners to develop realistic goals, highlight strengths, and
address areas of weakness. As many gifted students are unaccepting of personal failure,
the school culture should encourage an alternative framework for handling failure.
Teachers need to encourage students to take risks, to engage in competition where
winning is not the only or prized outcome, and to develop some resilience to cope with
failure (Davis & Rimm, 1998; Willings & Greenwood, 1990).
Individual teachers also need to take responsibility for the development of a classroom
culture that shows respect for learners and their needs, and flexibility in activities,
programmes, and expectations. They should model and encourage risk taking, give
ongoing support and encouragement, and differentiate their programmes to provide
stimulating and challenging opportunities for their learners. Teachers should address their
pedagogy and personal style to ensure that they are the catalysts who help underachievers
to build confidence, and develop strategies that will change any negative patterns of
achievement (Rimm, 1986 cited in Colangelo & Davis, 1997).
The nature of the school and classroom culture may determine attitude, effort, and belief
in learning. Subsequent progression may then be made towards learners taking control
over their own learning. This would enable the patterns of underachievement that are
plaguing gifted students to be turned around. Establishing a positive culture of
expectation in classes would assist teachers in stemming the tide of any epidemic. The
result would be learners with a strong internal locus of control, who are positive,
confident and resilient in their learning. They would be goal-oriented learners who show
pride in their accomplishments (Heacox, 1991).
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patterns. They must also investigate their own concepts of achievement, and reflect on
their own pedagogy.
Reference list
Clark, B. (1992). Growing up gifted: Developing the potential of children at home and at
school. New York: Macmillan Publishing.
Clark, B. (2002). Growing up gifted (Sixth Edition). Upper Saddle River, New Jersey:
Pearson Education, Inc.
Cohen, V. (1990). Boosting the underachiever: how busy parents can unlock their childs
potential. New York: Plenum Press.
Coil, C. (2000). Raising achievement strategies for success. Victoria: Hawker
Brownlow.
Colangelo, N., & Davis, G. (1997). Handbook of gifted education (2ndEd). Boston: Allyn
and Bacon.
Davis, G., & Rimm, S. (1998). Education of the gifted and talented (4th Ed). Boston:
Allyn and Bacon.
Delisle, J. (1992). Guiding the social and emotional development of gifted youth. New
York: Longman.
Delisle, J., & Galbraith, J. (2002). When gifted kids dont have all the answers; How to
meet their social and emotional needs. Minneapolis: Free Spirit Publishing.
French, K. (1997). Underachievement and the gifted student. Paper presented at the 2nd
Australasian International Conference. Melbourne. August 10-12 1997.
Geake, J. (1997). Thinking as evolution in the brain: implications for giftedness. The
Australian Journal of Gifted Education 6, (1), 1997.
Heacox, D. (1991). Up from underachievement. Australia: Hawker Brownlow Education.
Hyman, I. (1989). Rebel with a cause: the art of the gifted underachiever. Challenge,
1989, (36), 13-16.
Reis, S., & McCoach, D. (2000). The underachievement of gifted students: what do we
know and where do we go? Gifted Child Quarterly, 2000, 44, (3), 152 170.
Silverman, L. (2000). Counselling the gifted and talented. USA: Love Publishing
Sousa, D. (1995). Basic Brain Facts in How the brain learns. Reston: Virginia: National
Association of Secondary Schools Principals.
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