Finding Clues to the Stigma of Giftedness Through an Exploration of the Middle School Academic Crowd

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Abstract

This study explored the relationship of academic crowd membership and giftedness in a middle school sample. Among those who had participated in gifted programs, half claimed membership in the academic crowd. Gifted students who did and did not claim membership had similar self-concepts and attitudes toward school climate. They were equally likely to be bullied or victimized in school. Gifted students not claiming membership were more likely to choose no crowd memberships, suggesting a reluctance to identify with any crowd at this crucial stage of identity development. Among students who claimed membership but had not participated in gifted programs, closer identification with the academic crowd was correlated with both identification with school and feelings of safety in school.

Authors

• Jennifer Riedl Cross, College of William and Mary

• Stephen Bugaj, Lock Haven University