This study utilized a pluralistic approach to examine self-concepts and social comparison processes of students entering the Indiana Academy for Mathematics, Science, and Humanities-a residential program for high school juniors and seniors. Following the Big-Fish-Little-Pond-Effect (BFLPE) theory it was hypothesized that, as students compared themselves to a homogeneous, high-ability group, their academic self-concepts would decrease. Social self-concepts, however, were hypothesized to increase due to being with "equal peers."The Self Description Questionnaire III was used to measure students' academic and social self-concepts prior to arrival at the Indiana Academy, during the first week of the fall semester, and during the first week of the spring semester. Sixty-seven students participated in all three data collections.Repeated measures analysis indicated that academic self-concepts (Mathematics, Verbal, and Problem Solving) decreased dsignificantly from summer to fall to spring. Overall Academic self-concept decreased for all students between summer and fall, but only students with a history of prior rigorous education experienced a significant decrease from fall to spring.Analysis of social self-concept indicate that Opposite Sex Relationship scores did not change significantly over time. Same Sex Relationships, however, decreased significantly from fall to spring for students with a prior history of rigorous education.The second part of the study consisted of interviews with sixteen students. Interviews were conducted during the first two weeks and around the ninth week of the fall semester. Emerging from this data were four themes: No mention of social comparison processes; Recognition that the BFLPE already occurred; Recognition that the BFLPE would occur and mindset/cognition would change; and Recognition that the BFLPE would occur but no anticipation of change in self-concept was noted.Exploratory examination suggests the possibility of sex differences-only females failed to mention social comparisons, more females mentioned change in mindset or cognition, all but one of the students in the "No change anticipated" category were male. While both sexes were similarly affected by the change in social comparison and decrease in self-concepts, the qualitative data suggests that differences in thought processes may exist. / Department of Counseling Psychology and Guidance Services

Many students and their families do not understand the impact of students’ involvement in gifted or advanced academics educational programs and their potentially positive effects and challenges. Nationally African American students are underrepresented in gifted and advanced academics courses in high schools; however, African American students and families often do not advocate for their inclusion in these educational pathways. A survey of literature supporting this study of voices of African American families concerning gifted and advanced academics participation focused on (1) the historical underpinnings for equity and excellence for African American and for gifted and advanced academics learners, (2) how the lack of an agreed upon definition of gifted and advanced academics by the professional field might contribute to the problem, and (3) how African American parents made educational decisions for and with their children, especially concerning college. Employing semi-structured interviews and a focus group, this qualitative case study examined how four students from each of three groups, gifted and talented, advanced academics, and neither, and a representative group of their parents perceived these programs and their children’s involvement in them within the framework provided by a single school district. African American families in this study asked for a partnership to support their children in building resiliency to choose and remain in gifted and advanced academics programs. Students reported that they could access more rigorous coursework if they were supported by mentoring peers, in addition to informed family and educators. The matching intonations and word choices of the children and parents suggested academic success pathways as students carried the voices of their families with them.

Despite the fact acceleration has been studied thoroughly as an educational practice for the gifted, early entrance to college specifically has been overlooked. Not only this, but a large portion of this research pertains to early college entrance programs, which provide resources that many early college entrants may not have. The lived experiences and perceptions of radically early college entrants (three or more years advanced) were explored through interviews and heuristic inquiry. The interviews addressed affective aspects of early college foremost, with additional discussion of academic experiences, college choice, and career outcomes. Findings support that radically early college entrants are happy with their choice overall, though more specific findings elaborate on the benefits and limitations of early college, possible regrets, and the social issues this population faces.

In the field of gifted education, there is little research on the perceptions of high school teachers of the gifted about giftedness, good gifted education practices, and the nature and needs of gifted learners. The purpose of this study was to form a deeper understanding of how those educators who guide gifted learners out of high school and into adulthood perceive giftedness and gifted education. This qualitative study, conducted in two phases, took place in a large suburban school district with three large high school systems and was focused on the responses of high school teachers to assess their attitudes, feelings, and opinions about the nature and needs of gifted learners using a grounded theory model of analysis. Data collected from the 11 participants in the first phase of the analysis was combined with that collected from the 13 participants in phase two and validated throughout with continual comparison through memoing. Participants reported a general lack of engagement with scholarly work in the gifted education field as well as a dependence on the school district for effective training in classroom practice. Evidence also suggested a view of giftedness among the participants as an inherent quality of some people who needed to be properly trained in the instructional environment. Implications from this study suggest further research, both qualitative and quantitative, needs to focus on clarifying the perception of giftedness among high school teachers as well as how the delivery of effective training to those teachers can be implemented.

Thesis (MEd(Psych))-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: Gifted children represent an important component of a nation's intellectual capital, with the resources to find innovative solutions to scientific and social challenges. Since the advent of democracy in South Africa in 1994, limited attention has been paid to gifted education as a research focus. To ensure quality education for all learners, current educational policy supports inclusive education. However, there is a gap between the policies which have been developed and their implementation at grassroots level in the school and classroom. In particular, several recent South African studies on gifted education suggest that gifted learners are at the end of the queue for educational provision. In this qualitative and collective instrumental case study, framed within an interpretive paradigm, I set out to explore the lived experiences of academically gifted Grade 11 learners. I wanted to gain an insight into how it felt to be gifted, and how their experiences played out in the various systems in their respective contexts. A further aim was to assess their specific academic support needs, in order to make a contribution to designing quality education for this particular group. The expression of giftedness is viewed as dependent on the interactions of the child with his or her environment, so Bronfenbrenner's bio-ecological model was taken as the theoretical framework for the study. I chose a descriptive multiple case study design, using purposive sampling to select six participants, three from each of two schools in sharply contrasting socio-economic backgrounds in a large rural town. I used three methods of data collection, semi-structured individual interviews, a semi-structured focus group interview, and collages. Qualitative content analysis was used for both phases of data analysis, within-case analysis and cross-case analysis. The findings showed that gifted learners from both affluent and disadvantaged backgrounds faced similar challenges in developing their potential. They often felt neglected and academically under-stimulated. They identified specific deficiencies in both their schools and communities which needed to be addressed to ensure optimal learning opportunities. Despite the similarity of their experiences, the learners from the school in the disadvantaged community had to combat greater challenges than those from an affluent background. / AFRIKAANSE OPSOMMING: Begaafde kinders verteenwoordig 'n baie belankrike komponent van 'n nasie se intellektuele kapitaal. Hulle beskik oor innerlike bronne om innoverende oplossings vir wetenskaplike asook sosiale uitdagings te bied. Vanaf die aanvang van demokrasie in 1994 in Suid-Afrika, is beperkte aandag aan begaafdekindonderwys as navorsingsfokus gegee. Die huidige onderwysbeleid ondersteun inklusiewe onderwys om sodoende kwaliteit onderrig aan alle leerders te verseker. Daar blyk egter 'n gaping te wees tussen beleidsontwikkeling en die inplementering daarvan op grondvlak, in skole en klaskamers. Verskeie onlangse Suid-Afrikaanse studies oor begaafdekindonderwys dui in die besonder daarop dat begaafde leerders agter in die ry staan as dit kom by voldoende onderwysvoorsiening. In hierdie kwalitatiewe, kollektiewe en instrumentele gevallestudie, ingebed binne die raamwerk van 'n interpretatiewe paradigma, het ek my beywer om die beleefde ervaringe van akademies begaafde Graad 11 leerders te ondersoek. Ek wou insig bekom oor hoe hulle, hulle eie begaafdheid ervaar, asook hoe dit uitspeel in die verskillende sisteme binne hulle onderskeie kontekste. 'n Verdere doelwit van hierdie studie was ook om spesifiek hulle akademiese ondersteuningsbehoeftes te evalueer ten einde sodoende 'n bydrae te lewer ten opsigte van die ontwerp van kwaliteit onderrig vir hierdie spesifieke groep. Die interaksies tussen die kind en sy of haar omgewing speel 'n belangrike rol in die uitdrukking van begaafdheid. Om hierdie rede is Bronfenbrenner se bio-ekologiese model as teoretiese raamwerk vir hierdie studie aangewend. Ek het 'n beskrywende, veelvuldige gevallestudie-ontwerp gekies en doelmatigheid-steekproefneming aangewend om die ses deelnemers, drie van twee skole in sterk kontrasterende sosio-ekonomiese agtergronde in 'n groot plattelandse dorp, te selekteer. Ek het drie metodes, naamlik semi-gestruktureerde individuele onderhoude, 'n semi-gestruktureerde fokusgroep-onderhoud asook collages, ingespan om data in te samel. Kwalitatiewe inhoudsanalise is gebruik vir beide data-analisefases, naamlik binne-geval-analise en kruis-geval-analise. Die bevindinge het getoon dat begaafde leerders van beide welvarende en benadeelde agtergronde soortgelyke uitdagings ten opsigte van die ontwikkeling van hul potensiaal in die gesig staar. Hulle het dikwels verwaarloos en akademies onder-gestimuleer, gevoel. Hulle het spesifieke leemtes in beide hulle skole en gemeenskappe geïdentifiseer wat aangespreek moet word om optimale leergeleenthede te verseker. Ten spyte van die ooreenkomste in hul ervarings, moes die leerders van die skool in die agtergeblewe gemeenskap groter uitdagings die hoof bied as die leerders van die meer gegoede agtergrond.

This study is a historical analysis of the significant events that led to the creation and evolution of the Texas Academy of Mathematics and Science (TAMS), from 1987 through 1992, and a description of the key individuals contributing to the development of the program. Included is a historical review of early college entrance and acceleration practices in the American educational system. In addition, the development of residential programs for mathematically and scientifically precocious high school-aged youths is offered. On June 23, 1987, the Texas Academy of Mathematics and Science was established by the 70th Texas Legislature. Though fourth in a line of special programs created for mathematically and scientifically able high school-aged youths, the TAMS model significantly deviated from its predecessors. Only the accelerative TAMS model would offer a college curriculum taught by college faculty and the opportunity to concurrently complete the last two years of high school and the first two years of college. From the inception of the program in 1987 through 1992, changes would occur. From 1987 through the summer of 1988, the development of the curriculum, student life program, and admissions process took place. From 1988 through 1989 the inaugural class was introduced to the program, and legislative funding was approved in the 71st Texas Legislative Session. From 1989 through 1992, the program further expanded to an enrollment of 335 students who were assisted by more than thirty full and part-time staff members. The academic, admissions, and student life components further evolved to better identify, recruit, and nurture the intellectual and emotional development of these gifted adolescents. In 1992 the TAMS program was selected for the "Texas Excellence in Higher Education Award," for outstanding contributions to higher education within the state of Texas. In addition, one nationally acclaimed authority on programs for gifted youth, Julian Stanley, hailed the TAMS model superior in approach to all other similar existing schools. From 1987 through 1992, the Texas Academy of Mathematics and Science metamorphisized to become an award winning, nationally acclaimed accelerative model for mathematically and scientifically gifted high school-aged youth.

The purpose of this study was to investigate the role of students' self-concept and their perceptions of family environment in the psychosocial adjustment and academic achievement of accelerated college students in a residential program. A secondary purpose was to investigate the differential role of those factors for students of diverse ethnic backgrounds.