Page 48 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
P. 48
die G. C. Malotaux-Christophersen, Sven A. C. Mathijssen, and Lianne Hoogeveen
be explained by the fact that social interaction with peers in a rural area is
often not as easy as in the city. Due to greater distances between home and
school (De Jong, & Daalhuizen, 2014), coming together is not always possi-
ble. If we take into consideration the fact that highly educated Dutch more
and more tend to raise their children in the city (De Jong & Daalhuizen, 2014;
Steenbekkers, Simon, & Veldheer, 2006), we assume that for those living in
the city it might be easier to connect with a peer.
The former primary education seems to influence the image of an intel-
ligent person, considering higher ratings of ‘technical skills’ and the greater
amount of ‘smiles’ attributed to an intelligent person, by those who attended
a pull-out program or ‘Full time Gifted Education.’
Students with a different cultural background seem to consider ‘hardwork-
ing’ and ‘persistent’ more characteristic for an intelligent person than stu-
dents with a Dutch background do. Students with a different cultural back-
ground also seem to have more regard for social skills. This is in line with
the research findings of Aljughaiman et al. (2012); Kenyan students regarded
social emotional competence as an essential part of intelligence and rated
social skills higher than the students from Germany did. Further specified
research on implicit theories of intelligence of these different cultural back-
grounds is recommended.
Though all indicators mentioned in DAST (Chambers, 1983) were detected,
a lot of glasses were drawn. Nearly as often, a big smile was detected in the
pictures. The fact that 40.5 of the participants considered an intelligent
person as happy is encouraging. Although some pictures clearly were non-
western, it was difficult to assess objectively if persons drawn were European.
Only after having determined the background of the student, features that
could be non-western were recognized as such. It is unknown if students who
speak a different language at home suffer from Dutch presumptions, consid-
ering them less intelligent, as assumed by Trommelen (2001).
Regarding the added protests and the drawings of a male as well as a fe-
male, or a creature partly male, partly female, it seems that some Dutch girls
are quite emancipated. It is interesting that Finnish participants of research
done by Räty et al. (2010), who had to draw an ordinary pupil and an intelli-
gent pupil, added similar comments to their pictures as the Dutch did.
Concern should be given to the difference in attributed age to the depicted
females of Dutch students. In other cultures, an intelligent person tends to
be depicted as an adult (Aljughaiman et al., 2012; Räty & Snellman, 1997).
This corresponds to the present findings regarding the depicted males in the
Netherlands. The mean age of Dutch females represented in the pictures of
46
be explained by the fact that social interaction with peers in a rural area is
often not as easy as in the city. Due to greater distances between home and
school (De Jong, & Daalhuizen, 2014), coming together is not always possi-
ble. If we take into consideration the fact that highly educated Dutch more
and more tend to raise their children in the city (De Jong & Daalhuizen, 2014;
Steenbekkers, Simon, & Veldheer, 2006), we assume that for those living in
the city it might be easier to connect with a peer.
The former primary education seems to influence the image of an intel-
ligent person, considering higher ratings of ‘technical skills’ and the greater
amount of ‘smiles’ attributed to an intelligent person, by those who attended
a pull-out program or ‘Full time Gifted Education.’
Students with a different cultural background seem to consider ‘hardwork-
ing’ and ‘persistent’ more characteristic for an intelligent person than stu-
dents with a Dutch background do. Students with a different cultural back-
ground also seem to have more regard for social skills. This is in line with
the research findings of Aljughaiman et al. (2012); Kenyan students regarded
social emotional competence as an essential part of intelligence and rated
social skills higher than the students from Germany did. Further specified
research on implicit theories of intelligence of these different cultural back-
grounds is recommended.
Though all indicators mentioned in DAST (Chambers, 1983) were detected,
a lot of glasses were drawn. Nearly as often, a big smile was detected in the
pictures. The fact that 40.5 of the participants considered an intelligent
person as happy is encouraging. Although some pictures clearly were non-
western, it was difficult to assess objectively if persons drawn were European.
Only after having determined the background of the student, features that
could be non-western were recognized as such. It is unknown if students who
speak a different language at home suffer from Dutch presumptions, consid-
ering them less intelligent, as assumed by Trommelen (2001).
Regarding the added protests and the drawings of a male as well as a fe-
male, or a creature partly male, partly female, it seems that some Dutch girls
are quite emancipated. It is interesting that Finnish participants of research
done by Räty et al. (2010), who had to draw an ordinary pupil and an intelli-
gent pupil, added similar comments to their pictures as the Dutch did.
Concern should be given to the difference in attributed age to the depicted
females of Dutch students. In other cultures, an intelligent person tends to
be depicted as an adult (Aljughaiman et al., 2012; Räty & Snellman, 1997).
This corresponds to the present findings regarding the depicted males in the
Netherlands. The mean age of Dutch females represented in the pictures of
46
