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The primary purpose of this article is to increase educators' understanding of high ability among those students so that recognizing that ability and subsequently referring these students to gifted education programs can alleviate their underrepresentation in gifted programs. Thirty-nine students from a specialized school for students with visual impairments participated in the study (24 males and 15 females). The limitations of this study should be considered when interpreting the results. These include the small sample size, the geographic location, and the special nature of the school. To raise awareness, organizations for the blind and visually impaired should undertake a marketing and public relations campaign to promote screening and identifying giftedness among students who are visually impaired. These organizations might also develop a position paper to distribute throughout the country to public and private schools on this vital topic. We recommend conducting future research on students with visual impairments to enhance the results of this study. Our research should be replicated in other regions of the United States so that more accurate generalizations can be made about the characteristics of students who are gifted and visually impaired or blind. Gathering more information about this population will empower students to maximize their potential. (PsycInfo Database Record (c) 2024 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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