Cultural meanings of "smartness" in schools are often narrowly and problematically constructed and are consequential in sorting students and keeping them out of science and engineering. For instance, those who are deemed "smart" (by measures of grades and test scores) get afforded certain educational opportunities and pathways not afforded to those deemed "struggling" (by the same measures). Cultural meanings of smartness are problematic for other reasons. "Doing school" (compliance) is often conflated with "being smart". Narrow performances of getting the right answer or displaying knowledge are often privileged over critical thinking, creativity, and problem solving. In a longitudinal study3 of scientifically talented boys, research indicated scientific interest and abilities were helpful, but not a necessary component of getting recognized as someone with scientific promise. Likability and institutional markers of academic ability (like Academically Gifted status) were much more influential in others recognizing the boys as scientific. Students' perceptions of how they are positioned in relation to school's definitions of smartness impact their longer-term interest and affiliation.
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