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This editorial presents the current issue of Journal of Advanced Academics. In the development of this special themed issue on rural giftedness, we wanted to offer critical explorations into the ways in which we typically define both ruralness and giftedness. The authors examine the complexity of defining rural with a review of rural education research in the past decade, examining whether or not locale codes fall short in capturing the concept of rural education itself. The articles also explore how place leverages or potentially limits educational opportunities for high potential rural students. The articles represented in this issue examine rural giftedness with attention to equity and issues of social justice. The articles also highlight the unique needs of rural populations and offer findings that allow educators to develop the talent of young people living in these settings. We hope these articles call further attention to the needs of talented youth living in rural America. Rural students, like their suburban and urban peers, want to live a life of significance. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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Although there is much research on adolescent poverty, research related to youth living in communities characterized by extreme poverty who are also identified as academically gifted is lacking. This study explores the development of hopelessness in these youths, compared with peers not identified as gifted, using data from the Mobile Youth and Poverty Study. Specifically, trajectories of hopelessness as a function of gifted status and gender are explored. Results indicate that boys experience greater feelings of hopelessness than girls, regardless of their gifted status, and students identified as gifted have lower levels of hopelessness than their peers not identified as gifted. These latter differences are particularly pronounced during early adolescence (age 10 years) but decline over time and largely disappear by later adolescence (age 18 years). Results suggest that boys may be particularly vulnerable to declining effects of gifted classification as a protector against hopelessness across age and that disadvantaged students who are identified as gifted may benefit from gifted programs that continue at an intense level through their high school years. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)
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Research abounds on adolescent poverty and on gifted education, but these fields are seldom considered together. This study explores trajectories of aggressive behavior (i.e., weapon carrying) of impoverished, gifted youth. Results indicate that gifted students engage in lower levels of weapon carrying than non-gifted students. Gifted and non-gifted girls’ trajectories are parallel across age. However, weapon carrying among gifted and non-gifted boys does not differ during early and late adolescence, but it does during middle adolescence. These differences can perhaps be explained by examining impulsivity and temperament trajectories by gifted status. Impulsivity for boys and quick-temperedness for girls is lower during early and middle adolescence for gifted students than for non-gifted students, but not during later adolescence. Quick-temperedness for boys and impulsivity for girls does not differ by gifted status during early and late adolescence, but it does during middle adolescence. These findings suggest that some characteristics of giftedness are manifest during early adolescence (perhaps even before enrollment in a gifted program). However, other giftedness characteristics appear only during middle adolescence, after students have enrolled in the gifted program. Implications of these findings for how gifted education programs can impact aggression, and ways to optimally structure these programs, are explored. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)
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- Journal Article (3)