For her, "intensive" is probably "fun" and "interesting."
Here is a success story for a GT girl.
http://www.palmbeachpost.com/news/s...t-15-already-heading-to-mit-1406226.htmlI'd go observe the GT class. You might find that your child even outperforms most of the kids in there. Or even let her spend a day or two trying it out.
Some literature.
http://www.gifteddevelopment.com/What_is_Gifted/learned.htmGifted girls and gifted boys have different coping mechanisms and are likely to face different problems. Gifted girls hide their abilities and learn to blend in with other children. In elementary school they direct their mental energies into developing social relationships; in junior high school they are valued for their appearance and sociability rather than for their intelligence.
Gifted children have better social adjustment in classes with children like themselves. The brighter the child, the lower his or her social self-concept is likely to be in the regular classroom. Social self-concept improves when children are placed with true peers in special classes.
Kramer (1985) found that teachers were usually able to identify gifted boys, but were often surprised to learn that a girl was considered smart. The gifted girls in her study were very successful at hiding their intelligence and in silencing their voices. In another analysis of research about adult perceptions of girls’ intelligence, Myra and David Sadker (1994) stated that “study after study has shown that adults, both teachers and parents, underestimate the intelligence of girls”
Many researchers have documented a gradual loss of self-esteem in girls as they progress through school. The slide for gifted girls starts early. Between grades 3 and 8 most gifted girls' self-concept declines significantly, and by adolescence many gifted girls suffer a marked lack of self-confidence.
