The study examined differences in the classroom grading procedures of 91 preservice teachers for labeled versus nonlabeled gifted students. Ss were randomly assigned to one of three conditions: nonlabeled, labeled achiever, or labeled underachiever. Ss were given packets containing student writing samples and were asked to score the papers…

The author examines problems and strengths in current research on labeling of gifted children and offers suggestions designed to broaden the scope of such research to include aspects of self-concept, teacher expectancy and effects of labeling on children, families, peers, and school personnel. (CL)

Two papers examine perceptions about gifted students. In the first, studies related to labeling gifted children are reviewed. The report cites the uncertain nature of the results and the differing opinions about labeling. A brief overview of the evolution of labeling theory as an outgrowth of social deviance theory is also included. The second…

This study examined degrees of acceptance of the "gifted" label between 155 adolescents who reported either extreme comfort (N=71) or extreme discomfort (N=84) with the label. Few students reported the use of conferences in school-initiated labeling. Adolescents whose parents had initiated labeling were most likely to report comfort with the…

Labeling is a social process involving the labeled individual and society. Labeling a student "gifted" can have both positive and negative effects on the labeled student, the student's parents, siblings, teachers, and others. Suggestions are offered to maximize the positive elements of the label and to minimize its negative elements. (JDD)