Does That Describe Me? Adolescents' Acceptance of the Gifted Label

Abstract

This study examined differences in reported acceptance of and social perceptions of others about the gifted label between 155 adolescents who reported either extreme discomfort (n = 71) or extreme comfort (n = 84) with the label. An examination of incidence rates indicates that one out of six adolescents in the study report extreme discomfort. These “Uncomfortables” are less likely to agree that the gifted label describes them than are the “Comfortables.” Other statistically significant differences were obtained on reports of others' acceptance and differential treatment. Specifically, “Comfortables” agree more strongly than “Uncomfortables” that parents and close friends would describe them as gifted. “Uncomfortables” rejected more strongly than “Comfortables” that either parents or close friends treat them differently because of the label. No significant differences were obtained for reports of siblings or high school cohorts. Descriptively, few students report few instances of the use of conferences in school-initiated labeling. Adolescents who reported parents as their initial labelers were more likely to report overall comfort rather than discomfort with the label. The implications for educational practice are to initiate a proactive program of individual conference which include the student, the parents, and school personnel.