Gender differences in identification of gifted youth and in gifted program participation: A meta-analysis

• Overall, gender differences in gifted identification and programming were very small.
• Gender differences were not moderated by nationality, race/ethnicity or socio-economic status.
• Boys were more likely than girls to participate in summer gifted programs.
• Boys were more likely than girls to be gifted when IQ scores or standardized test scores were used.
• Small gender differences overall support the Gender Similarities Hypothesis.

Although numerous studies have researched gender differences in gifted identification and program participation, the results of these studies are largely mixed. The goal of the present study was to synthesize data on gender differences in gifted identification and programming by combining data from multiple studies into a single meta-analysis. The combined results from 130 studies published between 1975 and 2011 indicated that boys were 1.19 times more likely than girls to be identified as gifted and included in gifted programs. Moderator analyses indicated that gender differences were particularly evident among pre-adolescents, within gifted summer programs, and for students who were identified as gifted using IQ scores and standardized tests. Recommendations for reducing gender bias include encouraging pre-adolescent girls to participate in gifted programs and using multiple assessment criteria to identify gifted students.