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Ambrose, Don – Roeper Review, 2013
Severe socioeconomic inequality strongly suppresses and distorts the discovery of aspirations and the concomitant development of talents among the gifted. More comprehensive understanding of this suppression and distortion is available through a wide-ranging interdisciplinary search for research findings and theories that illuminate economic,…
Descriptors: Socioeconomic Status, Gifted, Social Differences, Talent Development
Eilam, Billie; Vidergor, Hava E. – Roeper Review, 2011
Gifted students' perceptions of the desired characteristics of teachers of the gifted were assessed from a sample comprised of 404 elementary- and junior high-school Israeli Jewish and Arab students studying in pullout centers. Perceptions were measured using a questionnaire comprising teachers' cognitive, personal, and pedagogical dimensions.…
Descriptors: Jews, Student Attitudes, Academically Gifted, Arabs
Neihart, Maureen – Roeper Review, 2006
Achievement/affiliation conflicts arise for gifted students when they associate certain achievement attitudes or behaviors with betrayal of their social, gender, ethnic, or racial culture. Studies suggest that a good number of gifted students begin to struggle with these conflicts during early adolescence and that these conflicts are a…
Descriptors: Direct Instruction, Academically Gifted, Underachievement, Early Adolescents

McIntosh, Margaret E.; Greenlaw, M. Jean – Roeper Review, 1986
The attitudes of teachers, counselors, administrators, parents, and students must be changed to encourage gifted urban minority students to achieve their academic potential. Teachers, in particular, must recognize how they can help these students by maintaining contact with parents, encouraging students, and making them aware of opportunities.…
Descriptors: Academic Aspiration, Administrator Role, Attitude Change, College Attendance