Conformidade com as normas femininas e masculinas em indivíduos com altas habilidades/superdotação

Abstract

Conformity to gender norms is grounded in gender binarism (male and female), the impacts of which are significant in society. These norms provide evidence of how individuals adjust or resist social gender expectations, and how these dynamics affect personal, academic and social development. In this sense, this dissertation is made up of three complementary studies, the first of which is a review of the subject, highlighting the need to consider gender diversity in the identification and support of gifted individuals and to better understand the relationship between high abilities/giftedness and gender issues. The review covers key concepts such as over-excitabilities, gender and professional careers, sex roles and cognitive abilities. The first study establishes a theoretical basis for subsequent studies, emphasizing the importance of a contextualized understanding of the intersections between high abilities and gender. The second study uses semi-structured interviews with 10 gifted adults to explore their school experiences, the identification process and the impact of gender norms on their development. Some of the issues raised by the study involved discourses on the influence of toxic masculinity and femininity, revealing a critical need for adequate emotional and social support. The third study applies Item Response Theory to evaluate the CFNI-45, CMNI-46 and ESE scales in a sample composed of members of the MENSA Brazil Foundation and a control group, investigating the suitability of these instruments to measure adherence to gender norm conformity. The results indicated that the norms of femininity and masculinity have a significant impact on the expression of high abilities/giftedness, affecting both the self-assessment and the identification of these individuals. Finally, the dissertation points to the need for social and educational policies, as well as interventions that consider gender diversity beyond gender binarism as a critical factor in the development of gifted individuals.