Barriers to Achievement Among Gifted Middle School Students From High- and Low-Income Families

• In Event: Poster Session 5
  In Poster Session: New Research in Giftedness, Creativity, and Talent

Abstract

High- and low-income middle school students participating in gifted programs were interviewed about the barriers they perceive to their achievement. Three prominent barriers were identified: peers, teachers, and school environments. Low-income students report peers pressuring them to engage in delinquent behavior, teachers with poor classroom management skills who neglect their exceptional abilities, and unsafe school environments. High-income students report peers who waste learning time, teachers who neglect their abilities, but safe school environments. Both populations would benefit from better-trained teachers. Low-income students need help developing strategies for dealing with difficult peers. Gifted educators must consider unsafe schools as they plan services to help low-income gifted children achieve their maximum potential.

Authors

• Jennifer Riedl Cross, College of William and Mary

• Mihyeon Kim, Center for Gifted Education, College of William and Mary

• Andrea Frazier, Columbus State University