Session Information
04 SES 05 B, Social Class
Paper Session
Contribution
Background of the research An IQ score is generally accepted as an indicator of low, average or high potential for the pursuit of intellectual activities and aptitude for academia [McCall (1977); Pyryt,(1996); Nisbett, (2009)]. One would predict in the main that, if growing up in favourable socio-economic circumstances, within a supportive and stable family and schooling context, individuals with a very high IQ score would perform well academically and, indeed, the majority do [Deary, (2000)]. However, some do not [Delisle and Berger (1990); Reis and McCoach (2000)]. Amongst the latter, some leave the education system early and/or obtain academic qualifications which fall short of their perceived cognitive ability and skills, a significant proportion of them only discovering their high IQ at a late stage in their educational life or after having left the education system [Heller (2004)]. Despite the controversy surrounding IQ testing in general [Block and Dworkin (1978); Gardner (1995); Sternberg (1985)] and in this particular case its failure to predict actual (as opposed to potential) academic performance, IQ and psychometric tests still seem to be currently the best known way of identifying individuals with high cognitive skills and ability [Borland (1986); Heller (2004)]. When individuals’ academic performance, as measured by school tests and exams, is poor despite a known high IQ, one talks of ‘underachievement’ [Colangelo, Kerr and Christensen (2004)]. When a high IQ has not been identified, then individuals are usually classed as ‘low’ achievers. [Rimm (1997); Reis (2000)]. Two key areas that remain highly controversial are the extent to which the education system identifies (or not) individuals with high IQ [Plucker (2001) and caters for them as individuals with special learning needs Heller (2004)] and the suitability of the standard curriculum for individuals with high IQ [Terrassier and Gouillou (2006)]. This is why a great deal of research has already been carried out into the causes, manifestations and consequences of academic underachievement in children and adolescents who have a high IQ. However, to this day, very little research has taken place to assess in what ways, if any, a poor academic record affects the lives of adults who have a high IQ. Aims of the research The aim of this research is to find out, by analysing retrospectively the experiences of high IQ adult ‘underachievers’ or late achievers, if there are enough common factors in their ‘journey’ into adulthood to be worthy of note or of further investigation. Of particular interest are, firstly, their perception of the impact their educational experience has had/is having on various aspects of their life and, secondly, the lessons, if any, that can be learned and taken into account when attempting to improve the educational experiences of high IQ children. A comparative study of the French and British education systems aims to find out to what extent academic underachievement amongst high IQ individuals is more dependent on a country-specific education system rather than on a universal phenomenon.
Method
Expected Outcomes
References
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