Being Labeled Gifted or Talented: Meanings and Effects Perceived by Students in Special Programs

Abstract

Questionnaires were administered to 295 students in summer programs for 9-15 year old academically gifted and artistically talented students, asking for their conceptions of giftedness and talent and their perceptions of the causes and consequences of being so identified. Findings suggested that their stereotypes regarding gifted and talented students were highly positive. These students reported that giftedness can be attained by hard work, that they are not very different from others, and that others treat them well. A minority reported negative reactions from peers.