Gifted students are typically defined as those who have the potential to perform at the highest levels on measures of intelligence, academic achievement, visual/performing arts, creativity, and leadership. It is estimated that between 3% and 6% of school-age children are gifted, although far fewer are actually identified and served by special programs. Gifted males and females appear to be more similar than different in measures of intelligence, creativity, and talent. However, some differences in manifest achievement, patterns of interests, and participation rates in various educational options have been found. This entry summarizes the research on gender differences among the gifted and explores the ways that gender stereotyping and cultural definitions of gender-appropriate parameters of behavior contribute to some of the differences in outcomes and experiences.