Gifted 'n the 'Hood: Gender and Giftedness as Predictors of Social Risk among Low-Income Students

Autor/inn/en	Bolland, Anneliese C.; Tomek, Sara E.; Besnoy, Kevin D.; Bolland, John M.
Titel	Gifted 'n the 'Hood: Gender and Giftedness as Predictors of Social Risk among Low-Income Students
Quelle	In: Exceptionality, 26 (2018) 3, S.190-208 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2017.1355801
Schlagwörter	Academically Gifted; Gender Differences; Predictor Variables; At Risk Students; Low Income Groups; Aggression; Poverty; Adolescents; Weapons; Age Differences; Student Behavior; Public Schools; Longitudinal Studies; Surveys; Emotional Response; Statistical Analysis; Alabama + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Prädiktor; Armut; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Weapon; Waffe; Age; Difference; Age difference; Altersunterschied; Student behaviour; Schülerverhalten; Public school; Öffentliche Schule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Emotionales Verhalten; Statistische Analyse
Abstract	Research abounds on adolescent poverty and on gifted education, but these fields are seldom considered together. This study explores trajectories of aggressive behavior (i.e., weapon carrying) of impoverished, gifted youth. Results indicate that gifted students engage in lower levels of weapon carrying than non-gifted students. Gifted and non-gifted girls' trajectories are parallel across age. However, weapon carrying among gifted and non-gifted boys does not differ during early and late adolescence, but it does during middle adolescence. These differences can perhaps be explained by examining impulsivity and temperament trajectories by gifted status. Impulsivity for boys and quick-temperedness for girls is lower during early and middle adolescence for gifted students than for non-gifted students, but not during later adolescence. Quick-temperedness for boys and impulsivity for girls does not differ by gifted status during early and late adolescence, but it does during middle adolescence. These findings suggest that some characteristics of giftedness are manifest during early adolescence (perhaps even before enrollment in a gifted program). However, other giftedness characteristics appear only during middle adolescence, after students have enrolled in the gifted program. Implications of these findings for how gifted education programs can impact aggression, and ways to optimally structure these programs, are explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01