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This is a letter from the editor discussing the articles in the current issue of Journal for the Education of the Gifted (JEG) . In the first article the authors proffer a metaphoric representation of the field of gifted education. In the second article, the authors investigated the effects of an affective curriculum on multiple dimensions of perfectionism among gifted students in middle school. The third article for this issue of JEG offers a study that is groundbreaking as it is the very first psychological autopsy of the suicide of a gifted female. In the fourth article, the author conducted a study in an educational setting where giftedness is not officially recognized to explore intellectually gifted students. The fifth article utilizes a qualitative research approach to investigate "the phenomenon of selective achievement by examining the experiences of two gifted university males." The final article in this issue offers a fascinating glimpse into multigenerational giftedness. It includes perceptions of giftedness across three generations of one family. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In this response to Sternberg’s (see record 2018-07419-003) article, “ACCEL: A New Model for Identifying the Gifted,” we agree that IQ testing may have outlasted its usefulness as an identification tool for gifted students. The field’s commitment to an imperfect formula has neglected the evolution of offerings in schools and theoretical underpinnings that are moving us away from an outdated conception of giftedness. IQ testing should be reserved for finding specific forms of high ability and as a diagnostic tool, not as a gatekeeper that continues to perpetuate the underrepresentation of some groups. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This article discusses the school-based conception of giftedness (SCG). The development of human potential occurs in a vast array of settings across the world. In the United States, in addition to the options of both public and private schools, parents home school their children and send them to academic summer programs, often resulting in able students developing to a point of extraordinary accomplishment. Some talents are typically developed early in life, whereas others manifest much later. Some talents are developed entirely outside of school, whereas others are developed in schools to a considerable extent. Some talents are in domains that schools have key roles in developing, others may have no direct relationship to a school’s curriculum. Given the limited resources and dominion of schools, we set out to create a conception of giftedness that is situated in schools. SCG clarify what talents schools can and cannot be expected to develop. The SCG will allow for clearer communication among educators, administrators, and school boards about the role and responsibilities of our schools in developing talent. Giftedness is a combination of advanced development and creativity. It is developmental in nature in that it begins as potential evolves into achievement within recognizable domains during the school years, and becomes increasingly advanced through the nonuniversal development of the individual. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Explored the question of how gifted and talented adolescents experience being gifted in high school. 15–17 yr olds were interviewed twice while attending a special summer program. Data were analyzed and interpreted using a set of research questions that postulated that Ss would voice feelings of difference and would make statements indicating recognition that being gifted interfered with full social acceptance. Results support the notion that many, but not all, gifted and talented adolescents experience giftedness as a social handicap. Data also suggest that some Ss managed information about themselves to minimize visibility as gifted students to others. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

A study of the effects of schooling on the social cognition of gifted adolescents is reported. A student attitude questionnaire (SAQ) exploring the cognitive behavioral strategies utilized to manage the stigma of giftedness was developed after conducting phenomenological interviews of fifteen gifted adolescents attending the Tennessee Governor’s Schools (Coleman & Cross, 1988). The questionnaire asked subjects to respond to six scenarios described as potentially stigmatizing events during the normal school day. Five common strategies noted during the interviews were provided as options in each of the scenarios. The data reported herein are based on the responses of 1,465 students over a two-year period. The patterns of responses suggested that gifted adolescents utilize the five strategies to differing degrees across situations. Situations most closely associated with test performance seemed to elicit the greatest variation in coping strategies, while those primarily reflecting social situations showed a consistently narrow range of strategies. The “placate” coping strategy was the most frequently used across the school-based scenarios. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Studied strategies employed by gifted children for managing the social stigma of giftedness. A student attitude questionnaire was used to collect data from 1,465 gifted students (aged 14–18 yrs) over 2 yrs. Ss responded to 6 scenarios described as potentially stigmatizing events during the normal school day. Five common strategies were provided as options in each scenario: truth, placate, cop-out, cover-up, and lie. The placate response was the most popular choice across 5 of the 6 scenarios, indicating that gifted students do not mind being known as academically oriented but do not want to be blatant about the academic indicators that set them apart from their peers. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Social coping and self-concept were explored among Irish ( n = 115) and American ( n = 134) grades 3–8 students. Denying one’s giftedness or the impact it has on peer relationships were associated with poor self-concept in both samples. Among Irish students, denying giftedness was associated with more positive self-concept when paired with a high activity level. Engaging in many activities in the US sample and helping one’s peers in the Irish sample were positive predictors of academic self-concept. Findings suggest young gifted students may benefit from learning more about their exceptional abilities and their impact on peers. They should also be encouraged to engage in extracurricular activities and find ways to use their exceptional abilities to support their peers. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

The phenomenon of social coping among students with gifts and talents (SWGT) is not well understood. In interviews with elementary-, middle-, and high-school aged SWGT ( N = 90; 50% female) from the United States, United Kingdom, South Korea, Ireland, and France, the universality of awareness of visibility of their exceptional abilities, high expectations and pressure to achieve from adults and peers, and peer jealousy and rejection, was confirmed. In all countries, SWGT were concerned about peers’ upward social comparison and the effects of their outperformance on peers’ feelings. SWGT attempted to hide their abilities or conform to peers’ behaviors. Prosocial helping behaviors were found among SWGT in nearly all age groups and a focus on the self was a useful coping strategy to students in all countries except France. Parallels are drawn between these findings and stigma theory. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)