Dropouts, Gifted

Gifted dropouts refers to gifted students who drop out of high school despite their potential to succeed academically in school in comparison to the general student population. There are no good estimates of the number of gifted dropouts because of the differing definitions of giftedness and limited comprehensive longitudinal studies done with this population. Though no reliable estimates of the number of gifted dropouts exist, the often-cited Marland Report suggests that nearly 18 percent of gifted students are gifted dropouts. Variables that predict dropping out, reasons for leaving school, characteristics of gifted dropouts, and recommendations for alleviating this problem are highlighted in this entry.

Gifted dropouts are a heterogeneous group; however, there are some similar variables that help to identify this group. Some of the variables that predict dropouts as identified by Joseph Renzulli and Sunghee Park are (a) instability in the home environment; (b) drug and alcohol abuse by students; (c) lack of interest and motivation in school; (d) negative and rebellious attitudes toward school and authorities; (e) incomplete or inappropriate gifted curriculum in the school; (f) poor peer relationships and social adjustment to school environment; and (g) inadequate counseling services in school and communication breakdown between the school and the home. Emotional adjustment issues are another problem that affects some, but not all, gifted students.

Reasons for leaving school differ for male and female dropouts. For males, the reasons for leaving school are mainly school- and job-related and include failing school, getting a job, and inability to keep up with schoolwork with or without a job. For females, the reasons for leaving school are mainly personal- and school-related and include getting pregnant, becoming a parent, failing school, and inability to keep up with schoolwork. School-related reasons such as not liking school and failing school are the main reasons for leaving school for both males and females. Social problems such as not getting along with other students at school and family problems such as having to take care of sick family members are other reasons for leaving school.

Boredom with the academic regimen in school is an important factor to consider in working with gifted students. Lannie Kanevsky and Tacey Keighley pointed out that gifted students seek control, choice, challenge, complexity, and caring educators to flourish academically. The ability to control one's own learning experiences, having a choice to do work that reflects one's abilities, being provided with adequate challenge in the learning materials, dealing with complex materials that utilize creativity and critical thinking instead of rote memorization, and having caring teachers who are respectful of the gifted student's abilities and provide appropriate stimuli are essential for potential dropouts to succeed in school.

About half of gifted dropouts are in the lowest quartile of the socioeconomic status level in comparison to gifted nondropouts. Hispanic and Native American gifted are also more likely than European American and Asian American gifted to drop out of school. It is also more likely that the parents of many of these students did not finish high school and in turn their parents did not proceed on to college. Many gifted dropouts are also found to be lacking experience with computers and to spend little time with computers compared to gifted nondropouts. A large number of gifted dropouts also spent little time volunteering, suggesting a lack of connection to potential mentors outside of school. Though gifted dropouts' family members were concerned about their children dropping out of school, many parents did not take extra steps to ensure their children stay in school, such as taking them to the counselor or talking to the schoolteacher; getting extra academic support in school for their children; or finding other schools that may be receptive to their children's high abilities.

...