A study of self‐concept and social support in advantaged and disadvantaged seventh and eighth grade gifted students |
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| Authors: | Joyce VanTassel‐Baska Paula Olszewski‐Kubilius Marilyn Kulieke |
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| Institution: | 1. Smith Professor in Education and Director, Center for Gifted Education , College of William &2. Mary , Virginia;3. Center for Talent Development , Northwestern University , Illinois;4. Director of Research and Testing , Township High School District , #214, Arlington Heights, Illinois |
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| Abstract: | Understanding differences in perceptions of self‐concept and social support among special populations of gifted learners is critical to planning appropriate services for them. The present study investigated these differences among intellectually gifted students of junior high age who were participating in full time intensive programs for the gifted. Specifically, differences as a function of gender, ethnicity, and socio‐economic class were examined. Findings indicated some differences based on ethnicity and gender, but most differences were observed between lower and higher socio‐economic groups, particularly in the areas of social support and social and behavioral self‐concept. Implications from the study would suggest attention to these dimensions in program planning. |
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| Keywords: | self‐concept social support gender ethnicity socio‐economics |
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