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From its inception, the Center for Gifted Education at William & Mary has been committed to the education of gifted students. Dr Joyce VanTassel-Baska, founder of the CFGE, created a learning environment to work directly with gifted students and parents by providing diverse university-based pre-collegiate programs in both residential and daily program formats. The programs offered were designed to provide challenging academic content and support to develop social, communication, and leadership skills. There are many benefits to gifted students from participating in university-based pre-collegiate programs. This article introduces the diverse pre-collegiate programs hosted by the CFGE, the components of those programs, and their effectiveness.
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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)
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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)
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