Exploring University Counselors' Perceptions of Distinctions Between Gifted Black and Gifted White Students

This study examined the perceptions of a sample of university counselors relative to social, cultural, and psychological barriers to achievement among gifted Black and gifted White students. Ninety-three counselors at institutions of higher education throughout the nation participated in the study by responding to a mailed survey questionnaire. Comparisons were made relative to counselors' demographic variables (ethnicity, gender, multicultural training, and geographic locale). The results indicate that the university counselors sampled disagreed with or were undecided about the special dilemmas confronting gifted learners. Moreover, most counselors perceived that gifted Black and gifted White students experience social, cultural, and psychological problems in the same way. The study concludes with recommendations for university counselors working with gifted students in general and gifted Black students in particular     

Change in Self-concept and Attributional Styles Among Academically Gifted Adolescents1

A nonequivalent control group design involving academically gifted students who would participate in a residential summer program where they could achieve “consensual validation” by being with other gifted students (n= 156), those eligible but who would not attend the program (n= 172), and academically competent students (n= 106), was used to identify differences in global self-concept, the structure of self-concept and attributional style before, immediately after, and about four months after the intervention. There were no initial differences on any of the measures for the two gifted groups. However, competent students differed from gifted students on both self-concept and attributional measures. While global self concept for gifted and competent students was similar, competent students boasted significantly greater self-concepts in the domains of social and physical activities and significantly lower self-concepts in the academic domain. On the attributional style measure, gifted students were significantly less likely than competent comparisons to take credit or see as pervasive the causes for social successes. In general, differences observed initially were robust over time. Only tentative support for the effectiveness of the short-term intervention being effective in modifying aspects of social self-concept among the gifted was obtained. Here, gifted program attenders decreased the extent to which they internalized blame for or perceived as pervasive the causes for social failure subsequent to program participation. The relationship of observed changes in attribution to self-concept and the effectiveness of short-term interventions to effect change in cognitive functioning and personality are discussed.     

Social-emotional characteristics of gifted accelerated and non-accelerated students in the Netherlands

Background. In the studies of acceleration conducted so far a multidimensional perspective has largely been neglected. No attempt has been made to relate social-emotional characteristics of accelerated versus non-accelerated students in perspective of environmental factors. Aims. In this study, social-emotional characteristics of accelerated gifted students in the Netherlands were examined in relation to personal and environmental factors. Samples. Self-concept and social contacts of accelerated (n = 148) and non-accelerated (n = 55) gifted students, aged 4 to 27 (M = 11.22, SD = 4.27) were measured. Method. Self-concept and social contacts of accelerated and non-accelerated gifted students were measured using a questionnaire and a diary, and parents of these students evaluated their behavioural characteristics. Gender and birth order were studied as personal factors and grade, classroom, teachers’ gender, teaching experience, and the quality of parent-school contact as environmental factors. Results. The results showed minimal differences in the social-emotional characteristics of accelerated and non-accelerated gifted students. The few differences we found favoured the accelerated students. We also found that multiple grade skipping does not have negative effects on social-emotional characteristics, and that long-term effects of acceleration tend to be positive. As regards the possible modulation of personal and environmental factors, we merely found an impact of such factors in the non-accelerated group. Conclusions. The results of this study strongly suggest that social-emotional characteristics of accelerated gifted students and non-accelerated gifted students are largely similar. These results thus do not support worries expressed by teachers about the acceleration of gifted students. Our findings parallel the outcomes of earlier studies in the United States and Germany in that we observed that acceleration does not harm gifted students, not even in the case of multiple grade skipping. On the contrary, there is a suggestion in the data that accelerated students are more socially competent than non-accelerated students. The findings in this study can reassure those parents and teachers who worry about the social-emotional consequences of acceleration in school: If a student is gifted, acceleration seems to be a sound and, in many cases, appropriate measure in gifted education.     

Racial Identity Development Among Gifted Black Students: Counseling Issues and Concerns

A review of the literature suggests that a paucity of information exists regarding how culture-specific issues such as being both Black and gifted influence the psychological needs and personality development of gifted Black students. Stellar attempts, however, are currently underway to develop theories and perspectives of racial identity development among Black students. These theories and perspectives are discussed in an attempt to understand and address the psychological and social needs of gifted Black students.     

Big fish in big ponds: a multilevel analysis of test anxiety and achievement in special gifted classes

This study analyzes the effects of individual achievement and achievement level of student reference group on test anxiety in a national sample of 769 gifted Israeli students (grade levels 4-9), which was previously investigated by Zeidner and Schleyer (1999a). We hypothesized that when controlling for individual achievement, students' experiences of test anxiety should increase with the increasing ability level of their peer reference group. It was assumed that this effect was largely mediated by reference group effects on academic self-concept (big-fish-little-pond effect). Zeidner and Schleyer found that gifted students within a gifted peer reference group showed higher levels of test anxiety than gifted students within a non-gifted peer reference group. Of note, the present study focused exclusively on gifted students attending special gifted classes. The main research question was whether or not the assumed effects of individual and class achievement can be found for gifted students in special gifted classes when taking the variance of achievement level (grades) of the special gifted classes into account. Using hierarchical linear modeling (HLM) methodology, the assumed effects were vindicated for this special group of high ability students. Thus, in line with previous results, the Worry component of test anxiety was more highly reactive to the effects of individual achievement than the Emotionality component. Also, in line with our theoretical assumptions, achievement/anxiety relations were largely mediated by the effects of academic self-concept.     

Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes

Abstract

This study analyzes the effects of individual achievement and achievement level of student reference group on test anxiety in a national sample of 769 gifted Israeli students (grade levels 4–9), which was previously investigated by Zeidner and Schleyer (1999a). We hypothesized that when controlling for individual achievement, students’ experiences of test anxiety should increase with the increasing ability level of their peer reference group. It was assumed that this effect was largely mediated by reference group effects on academic self-concept (big-fish-little-pond effect). Zeidner and Schleyer found that gifted students within a gifted peer reference group showed higher levels of test anxiety than gifted students within a non-gifted peer reference group. Of note, the present study focused exclusively on gifted students attending special gifted classes. The main research question was whether or not the assumed effects of individual and class achievement can be found for gifted students in special gifted classes when taking the variance of achievement level (grades) of the special gifted classes into account. Using hierarchical linear modeling (HLM) methodology, the assumed effects were vindicated for this special group of high ability students. Thus, in line with previous results, the Worry component of test anxiety was more highly reactive to the effects of individual achievement than the Emotionality component. Also, in line with our theoretical assumptions, achievement/anxiety relations were largely mediated by the effects of academic self-concept.     

Identifying Gifted and Talented Students

ABSTRACT

This article offers a set of recommended best practices in the identification of students who are gifted and talented. The article recommends that school psychologists gain familiarity with gifted children and their families, recognize the multiple manifestations of giftedness and the developmental nature of talent development, link identification to intervention, employ multiple assessment measures, include the assessment of motivation, consider social and emotional needs, and monitor the recommended interventions. The article also reviews recurring issues that adversely impact upon the provision of gifted services in the public schools. These issues include society not viewing the gifted as a high-priority special needs group, definitions of giftedness that vary across states, differing expert opinions on what giftedness represents, uncertainty about prevalence rates, under-representation of certain groups of gifted students, the role of creativity, and whether gifted education should be a part of special education.     

Comparison of self-concepts of students identified as gifted and regular students.

The purpose of the present study was to compare the self-concepts of 40 eighth grade students identified as gifted and 40 regular eighth grade students using the Piers-Harris Children's Self-concept Scale. A t test indicated a significant group difference on the behavior component only and no significant differences by gender. More similarities than differences were noted in self-concepts of these students identified as gifted and regular students.     

Do academically gifted and nongifted students differ on the Big-Five and adaptive status? Some recent data and conclusions

This study examined a representative sample of academically gifted (N = 374) and non-gifted (N = 428) Israeli high-school students in order to compare these different student populations on the Big-Five and adaptive outcomes. Consistent with prior research, gifted students scored higher than non-gifted peers on Openness to Experience but scored lower on Neuroticism. In addition, gifted students scored lower on state anxiety facets and were not reliably different from their nongifted counterparts on mental distress or subjective well being. Overall, the empirical data are consistent with recent research suggesting that when gifted students are compared with nongifted students on various socio-emotional and personality characteristics, the results are not unfavorable to gifted students.     

Perceptions de la douance chez les élèves doués dans un centre de services scolaires québécois

This study aims to explore the perceptions of giftedness among 24 gifted students aged 6 to 11 from a Quebec School Board. Subject to an exploratory lexical analysis (using ALCESTE software) and a thematic analysis (using NVivo software), the results highlight the inherent plurality of perceptions of giftedness within a group of gifted students. In addition, the intellectual and socioaffective dimensions are at the heart of how these students perceive their status as gifted children/students. Questioning the perceptions of giftedness with this population allows us to consider the reality of these young people in all its diversity but also highlights their particular needs.     

Identification of gifted deaf children: a complex but critical educational process.

11 deaf students in a large midwestern school for the deaf were divided into gifted and nongifted groups by ratings of teachers and school administrators. There were six subjects in the gifted group (3 boys and 3 girls) and five subjects in the comparison group (3 boys and 2 girls). There was no statistically significant difference between mean raw scores of the two groups on Raven's Advanced Progressive Matrices. Also, teachers' rankings of the subjects identified as gifted did not correlate significantly with their Raven scores. Identification of gifted deaf students is too complex to be based only on teachers' ratings.     

Career awareness and personal development: a naturalistic study of gifted adolescent girls' concerns

The role of social interaction and the importance of humor in the development of gifted adolescent females' beliefs about career options are explored in this paper. Findings are based on a qualitative study which utilized participant-observation and interviewing during a four-month career exploration seminar for gifted females. The results of this study indicate that gifted girls experience a unique conflict between expectations directed at gifted students, and their status as females. The use of humor functioned as a coping device to promote relaxation and release tension.     

Perceptual and academic patterns of learning-disabled/gifted students.

This research explored ways gifted children with learning disabilities perceive and recall auditory and visual input and apply this information to reading, mathematics, and spelling. 24 learning-disabled/gifted children and a matched control group of normally achieving gifted students were tested for oral reading, word recognition and analysis, listening comprehension, and spelling. In mathematics, they were tested for numeration, mental and written computation, word problems, and numerical reasoning. To explore perception and memory skills, students were administered formal tests of visual and auditory memory as well as auditory discrimination of sounds. Their responses to reading and to mathematical computations were further considered for evidence of problems in visual discrimination, visual sequencing, and visual spatial areas. Analyses indicated that these learning-disabled/gifted students were significantly weaker than controls in their decoding skills, in spelling, and in most areas of mathematics. They were also significantly weaker in auditory discrimination and memory, and in visual discrimination, sequencing, and spatial abilities. Conclusions are that these underlying perceptual and memory deficits may be related to students' academic problems.     

Conceptualizations of Giftedness and the Development of Talent: Implications for Counselors

The authors present a historical perspective on giftedness, highlighting the impact of key research studies on practice, research, and policy. A comprehensive model is presented emphasizing that giftedness is domain specific and developmental and involves the cultivation of psychosocial as well as cognitive skills. Implications for counselors are discussed, specifically which psychosocial issues and skills should be the focus of counseling at each stage of talent development and what counselors can do to support the development of gifted students.     

Gifted Achievers and Underachievers: A Comparison of Patterns Found in School Files

Underachievement in gifted students has perplexed educators and parents for decades. Researchers are continually looking for information about the nature and patterns of gifted underachievers that will enlighten those concerned. Counselors are particularly involved, because they often are asked to provide illumination and interventions. This study demonstrates how information in the cumulative school file, accessible to the school counselor, is a rich resource for understanding the patterns of achievement and underachievement among students identified as gifted and for use in planning interventions for students at risk for underachievement. Participants were gifted students (N = 153) who were determined to be either achievers or under-achievers, based on their grade point average at graduation. High and moderate achievers and moderate and extreme underachievers were compared on information found in the school file, such as attendance, tardiness, course selection, and onset and duration of underachievement. Results indicate that there are differences between achievers and underachievers on a number of variables found in the school files. Profiles of these groups are presented with suggestions for actions by counselors.     

Specific and diversive curiosity in gifted elementary students.

Twenty-nine gifted students in Grades 2 to 6 from the small school districts in north central Kansas completed the Maze test and the Which-to-Discuss test. Background information such as age, sex, grade, and marital status of parents was also collected. There were no significant differences between boys and girls or for students from divorced and nondivorced parents on either the Which-to-Discuss test (specific curiosity) or the Maze test scores (diversive curiosity). The students scored significantly higher on the former test than chance guessing which suggests the students were displaying specific curiosity. Scores of these gifted students on these two tests of curiosity were significantly and positively correlated.     

Microaggressions,Multiculturalism, and Gifted Individuals Who Are Black,Hispanic, or Low Income

The authors hypothesize that gifted individuals are subject to microaggressions based on their unique characteristics. These microaggressions are perpetuated when gifted individuals are also Black, Hispanic, or low income. Research from the field of gifted education is combined with the counseling and psychology literature to explore the common assumptions that may lead to microaggressions. Multicultural considerations for counseling are discussed through the context of giftedness. Recommendations for counseling culturally different and low‐income gifted students are presented.     

Students with Exceptionalities and the Peer Group Context of Bullying and Victimization in Late Elementary School

We examined bullying and victimization in 5th grade classrooms in relation to students’ education status and peer group membership. The sample consisted of 484 participants (258 girls, 226 boys), including 369 general education students, 74 academically gifted students, and 41 students with mild disabilities. Students with mild disabilities were more likely to be perceived as being bullies by both teachers and peers. Teachers also rated students with mild disabilities significantly higher for being bullied by peers. Academically gifted students were rated by teachers as the lowest for both bullying and being bullied. Associating with aggressive or perceived-popular peers increased the likelihood of being perceived as a bully. Social isolates were more likely to be bullied than students who did not associate with perceived-popular peers who, in turn, were more likely to be bullied than students who associated with perceived-popular peers. Students with mild disabilities who had aggressive and perceived-popular associates had more peer nominations for bullying than all others. In contrast, students in general education with neither aggressive nor perceived-popular associates had the fewest peer nominations for bullying. We discuss implications for research and intervention.     

Factor analysis of responses to the WISC-R for gifted children

Several researchers have focused on the question of whether the traditional two-factor interpretation of WISC--R scores proposed by Wechsler (1974) is appropriate in selecting students to be admitted to gifted programs. Some researchers have suggested that the two-factor solution (Verbal and Performance) of Karnes and K. E. Brown provides the appropriate model, while others have proposed an alternative model based on exploratory research with gifted and average students. The current study expands exploratory findings of S. W. Brown with Rood in 1982 and Yakimowski in 1987, using confirmatory factor analytical procedures. The confirmatory factor analyses for selected groups of gifted (n = 158) and average (n = 195) students (M = 9.6 yr.) indicate that the alternative three-factor solution model may be a better system for interpreting the pattern of WISC--R subtest scores of gifted students than the conventional Verbal and Performance solution.     

Meeting the Psychological Needs of Gifted Black Students: A Cultural Perspective

In the literature, one finds rich analyses of the psychological, emotional, and social needs of gifted people. The data on the specific psychological needs of gifted minority children, however, are lacking; one finds even less information on their cultural needs. This article examines the psychological and social difficulties confronting gifted Black students. Racial identity development theory is described briefly, including the significance of culture on achievement and psychological well-being. Finally, recommendations are made for counselors who wish to work effectively with gifted Black students.