Men, Gifted

Although research studies of gifted boys are limited in number, studies of gifted men are even more scarce. Since the 1920s, when Lewis Terman sought to change the lens through which society viewed giftedness, few researchers have examined the life experiences of gifted males beyond their secondary school and collegiate years. This group deserves greater attention in order to better understand the intellectual and emotional needs of this population. A review of literature uncovered only two recent studies, described below.

A 2001 study examined the adult experiences of 13 men who were enrolled in a gifted program in the early 1960s. They were selected for the program in the fourth grade because their scores on a variety of instruments indicated very high academic potential. At the time of the study, the men were approaching 50 years old. Among the 13 interviewed were four businessmen, two accountants, two engineers, one freelance archaeological consultant, two lawyers, one physician, and one social activist. Following a structured interview protocol, the researchers conducted telephone interviews lasting approximately one hour. The interviews incorporated questions about childhood, adolescence, marital and family life, career history, and life satisfaction.

The participants reported feeling socially isolated from their peers as young children. This social isolation, combined with guilt resulting from the preferential treatment they received as gifted students in an exclusive program, contributed to a strong desire to act and be viewed by others as normal. They struggled with whether to accept the label of giftedness and appear “intellectual” or reject it in order to prove they were “just one of the guys.” Many of the men had a strong need to fulfill the expectations of parents and teachers they intuitively understood parental expectations and in an effort to gain their parents' approval, used their gifts and talents to meet or exceed those expectations. The researchers found that although these men grew up in the context of rebellion and the social movement of the 1960s and 1970s, they did not see this significant social upheaval as relevant to their lives. Instead, they conducted themselves in accordance with the more traditional cultural expectations and tried to fulfill the expectations of the adults in their lives.

The participants who had skipped a grade during their schooling highlighted how intellectual differences from their age-mates often led to social difficulties. At the same time, age differences with their older classmates often led to embarrassment or social awkwardness, and they were left to figure out for themselves how to mange social relationships appropriately. These men were ambivalent about their giftedness and determined to preserve a masculine identity. The most critical concern about masculinity revolved around difficulties with emotional expressivity and relationships with women. Several of them believed that their quiet stoicism had removed them emotionally from the women they cared for the most.

Despite their preparation for leadership, the outstanding education these men received as boys, and the high expectations of their teachers and parents, these men were not at all concerned about [Page 559]achieving eminence. They focused on pursuing contentment rather than high achievement or recognition. Furthermore, the researchers maintained that these men lacked a sense of vocation or calling. Multipotentiality and professional disappointments led to indecision and career compromise for the gifted men, while passion for their work or a sense of vocation seemed largely lacking.

...