An examination of factors involved in the developing self-concept of adolescents in a congregated program for gifted high school students.

Abstract

This qualitative study focused on some of the factors and dynamics which may be affecting the self-concept and ensuing self-esteem of adolescents in a congregated high school program for academically gifted students. Interview data revealed that although students reflected positively on the opportunity to be with other students who had similar abilities and interests, and although they formed their closest friendships with other gifted students, they perceived social acceptance to be more difficult for them than for age-peers not identified as gifted. This was particularly evident in female responses. The gifted students appeared to have a strong sense of instrumentality and accepted decision-making as primarily their own responsibility, but they felt powerless to make pertinent decisions within the school and were therefore frustrated. Many of them also had diminished feelings of usefulness or helpfulness once enrolled in the gifted program. With regard to the increased level of competition, the findings were divided by gender. Most of the males enjoyed or accepted the competition but most of the females expressed active dislike for it and/or opted out of the competitiveness within the gifted program. They emphasized the crucial role that teachers and other school professionals play in affecting their present and future achievements, attitudes and decision-making. (Abstract shortened by UMI.)