Background

In life, every one should have treated equally, no matter what their gender is. However, many people unconsciously do the opposite. We can see this since someone is still young. Baby boys are identical to blue, while baby girls are identical to pink. At home, boys are more involved in mechanical activities, in the other hand girls are more involved in household activities. This different treatment happens not only at home, but also in education.

In education, especially on gifted education, gifted girls face many challenges and treated differently than gifted boys. They have to face gender practice which is done unconsciously by teacher. Teacher rarely called gifted girls to solve problems, rarely praised them, and rarely become their attention. This happens almost everyday without realizing the impact that can prevent gifted girls from reaching their best potential.

Besides teacher, parents also have an important role in children’s education. Parents as part of the environment have the ability to affect children’s outcome. Some studies shows that parents treat their children differently based on their gender. Different style of parenting will result differently in children’s achievement. Gifted girls achievement can be seen from how they strive to get what they want. Some chose not to fight, while others tried their best. Gifted girls needs both teacher and parents support in undergoing their education. Meanwhile, gifted girls often feel afraid to succeed. They tend to experience cinderella complex, where they have fear of success, but also feel weak and wants to be protected.

This study wants to know is there any significant relationship between teacher’s perception and parenting style on gender practice and their effects on gifted girls achievement. Moreover, this study also wants to know the correlation between parenting style with achievement on gifted girls.

Methods

The method used in this study is quantitative method with correlational study. Participants in this study are teachers from junior high school and parents who has gifted girls in year 8 and 9. For the gifted girls itself are taken from special class which when the student register they’re tested for giftedness. Data collection for teachers are taken at school, as for parents can be take home. Measuring instruments used in this study are Parental Authority Questionnaire (PAQ), gender practice questionnaire, and adversity quotient questionnaire to gauge gifted girls’ achievement.

Result

Currently the research of this study is still on going. The evidence of the result will be provided after the research is complete.

Conclusion

The conclusion of this study will be explained after the research is done and the evidence of results known.

Added-Values

Research on gifted student is widely studied but rarely found in Indonesia. This study is expected to add references to teachers and parents who have gifted children, especially gifted girls. This study also can be a guide for schools and teachers for not to doing gender practice and understand the consequences to gifted girls. As for parents, this study is expected to be able to know the best parenting style that can improve gifted girls’ achievement.