underachiever_bookreview

Back to Home Page ~by Maggie Cowne

_﻿When Gifted Students Underachieve: What You Can Do About It__  __﻿(The Practical Strategies Series in Gifted Education)__ by: Sylvia B. Rimm

“The underachieving gifted child represents both society’s greatest loss and its greatest potential resource” (Davis, Rimm, Siegle, 2011, p. 287).

In her book, __When Gifted Students Underachieve: What You Can Do About It__, Dr. Rimm gives a complete overview of the gifted underachiever—from characteristics to a six step process for reversing underachievement—all in less than a hundred pages. While filled with research, the book is easy to read and would be a fabulous resource for both teachers and parents of underachievers alike.

Dr. Rimm begins by describing some of the characteristics and behaviors exhibited by gifted underachievers, similar to those found on our characteristics page. She then lists a few of the pressures that gifted underachievers internalize, which continues to aid their underachievement. These pressures are to:

** Be The Smartest ** The student may monopolize class discussions, put others down as “dumb,” rush through his work to be the first one finished, or be argumentative to a fault (p. 6). ** Be Differe﻿nt ** The student may try to appear to be the most creative, try to stand out in a crowd (even through gaining negative attention), or dislike activities that don’t allow for creativity (page 10 describes a child who dislikes math because she hates to “always write the same answer”). ** Be Popular ** Rimm states that this pressure doesn’t really appear until middle school and/or high school in most children. However, students who feel the need to be popular will downplay their intelligence and in some cases become involved in “alcohol, drugs, and sexual promiscuity” in order to vie for their friends’ affection (p. 11). ** Be Loyal ** The pressure to be loyal is most noticed in cultural groups where racial allegiance is expected and students risk being taunted by family and friends for “acting white” if they enjoy/do well in school (p. 11). Throughout the book, Dr. Rimm explores some of the ideas that contribute to the underachiever’s poor self-concept. Many underachievers believe that being gifted means they have the ability to learn quickly and easily. Dr. Rimm explains that challenging work may appear “threatening” (p. 14) to underachievers because they’re afraid if they can’t do the work, it may mean they aren’t really gifted. She goes on to describe the two different defense mechanisms that underachievers typically use to protect their fragile self-concepts: dependence or dominance (and in some cases a combination of both) (p. 16). Some characteristics of these two defense mechanisms, found throughout Dr. Rimm’s book, are listed in the chart below.
 * ~ Dependence ||~ Dominance ﻿ ||
 * < Don’t take initiative ||< “Creative to a point of opposition” (p. 16) ||
 * < Ask for more help than needed ||< Argumentative ||
 * < Complain, whine, are continuously negative ||< Do not respect the rights of others ||
 * < Are often mistaken for being LD ||< Relate to adults aggressively ||
 * < Are very slow and cautious ||< Are fast and impulsive ||
 * <  ||< Often lie about school work and HW ||

As a parent, I found the chapters devoted to family involvement particularly interesting. Supported by research, Dr. Rimm found that students who are raised in two parent homes where achievement is valued by both parents are very likely to achieve not only in school, but in life after school as well. Children raised in homes where parents have different views of education, or where one (or both) parents validate the child’s feelings that school is a waste of time will struggle much more to overcome his underachievement issues.

As a teacher, I especially valued her research on the parent-teacher relationship. She states, “If parents want their children to achieve in school, they should give clear directions to their children about respecting teachers, by letting them know that teachers are people who are devoted to making a difference for society through education” (p. 26). Many parents of underachievers have often asked, “What can I do to help?” Dr. Rimm advises both parents and teachers to present a united front in order to reverse a student’s underachieving behavior.

She also offers a variety of tips for parents and teachers of underachievers throughout her book. Some of her suggestions are compiled here: -Avoid using language about being the “best” or the “smartest.” Instead, encourage “hard work” and “good thinking” (p. 13). -Encourage your dependent underachiever to persevere instead of giving in to him every time he asks for help. -Be patient with your dominant underachiever; be his ally and compromise on issues that are important to him. -Parents: if teachers have told you for years that your child is not working to his potential, consider the problem real. -Don’t OVER praise improvements. -Encourage new peer groups if friends are encouraging underachievement. -Encourage role-models for the underachiever, but be wary of role models who are underachievers themselves (some are subtle!)

Finally, Dr. Rimm offers a six-step framework for reversing underachievement. The Trifocial Method is an intervention for schools and clinics, and has been proven to reverse underachievement within six months in the clinical setting (p. 27). Step 1- Assessment Step 2- Communication Step 3- Changing Expectation Step 4- Role Model Identification Step 5- Correction of Deficiencies Step 6- Modifications for Home and School

References: Davis, G.A., Rimm, S. B., Siegle, D. (2010). //Education of the Gifted and Talented// (6th Edition). New York: Prentice Hall.

Rimm, S. (2006). //When Gifted Students Underchieve and What You Can Do About It.// Waco, TX: Prufrock Press.