| Summary: | While the prevalence of high school students failing classes is a long standing problem, the issue of highly intelligent male students who choose to fail is an important red flag in the educational system, and needs to be addressed. This lost potential of innovation and problem solving intelligence is not something that schools or society can continue to allow. This study provides insight into the perceptions and realities of gifted male students who have received a C or
lower in classes where content mastery was not an issue. Themes that emerged within the study include how teacher attitude and decisions impact success, how various tasks and activities are viewed by this population, and the impact of peers for highly capable males in high school. A review of the literature shows how several obstacles work against gifted boys in our schools, and how those obstacles create students who choose to fail. During their education, the gifted male student face
four main complications: the biological natures of being male, the issues specific to being gifted/highly intelligent, the constraints of inflexible curriculum and school structures, and being misunderstood by teachers. Though complete school reform is a slowly emerging process, smaller, possible, immediate change can make a difference and see these students to their full potential. This study provides insight for teachers and administrators as to what changes can be made in classes to
engage this population.
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