Is Being Gifted a Social Handicap?

Abstract

The paper explores the question of how gifted and talented adolescents experience being gifted in high school. Fifteen subjects were interviewed twice while attending a special summer program in order to answer this general question. The data were analyzed and interpreted using a set of research questions which postulated that the subjects would voice feelings of difference and would make statements indicating recognition that being gifted interfered with full social acceptance. The results support the notion that many, but not all, gifted and talented adolescents experience giftedness as a social handicap. The data also suggested that some students manage information about themselves to minimize their visibility as gifted students to others.

Psychosocial diversity among gifted adolescents:An exploratory study of two groups

“…This assertion reflects tenets two and three of the SGP. Moreover, this controlling of information about oneself is considered a behavioral manifestation of social cognition-acting in accordance with social goals (Cross, Coleman & Terharr-Yonkers, 1991 & Cross, 1988;Cross, Coleman & Stewart, 1993;Cross, Coleman & Terharr-Yonkers, 1991). At this point we do not know how to explain why some gifted students manage information about themselves while others do not.…”

“…[ n addition to feeling different, some students experience giftedness in school as a social handicap (Coleman & Cross, 1988) and use coping strategies in potentially stigmatizing situations to avoid being labeled aberrant by other students (Coleman, 1985;Cross, Coleman & Stewart, 1993). For example, when faced with potentially stigmatizing situations such as exposing their ease with a test others found extremely difficult, some gifted adolescents will not tell the truth in order to reduce their social vulnerability (Cross, Coleman & TerharrYonkers, 1991).…”

Der Schul(miss)erfolg der Jungen

“…Klasse im unterschied zu Jüngeren eher weniger über ihr schulisches leistungsverhalten und gute Schulleistungen sprechen, um nicht in der Popularität bei Gleichaltrigen zu sinken. Auf ein negatives Verhältnis zwischen Schulleistung und Peer-Akzeptanz weisen zudem Ergebnisse von Coleman und Cross (1988) zur sozialen Stigmatisierung von hochbegabten hin. die Schulnähe oder Schulentfremdung einer Peergruppe ist als schultyp-, herkunfts-und geschlechtstypisch anzunehmen (Fend 1989).…”

The Social Coping Questionnaire: An Examination of Its Structure with an American Sample of Gifted Adolescents

“…Gifted students have reported that the visibility of their advanced intellectual ability in some social contexts can be problematic; some believe that when others recognize their giftedness, they are perceived as different and treated as such (Coleman & Cross, 1988;Cross et al, 1993;Janos, Fung, & Robinson, 1985;Manaster, Chan, Watt, & Wiehe, 1994;Manor-Bullock, Look, & Dixon, 1995;Robinson, 1990). Some gifted adolescents, not necessarily wanting to differ from their peers in intellectual ability or be treated differently because of it, employ a variety of social coping strategies that serve to manipulate the visibility of their giftedness so that they may avoid the "perceived negative social effects of recognized high ability" (Swiatek, 2002, p. 66).…”