In this longitudinal study of two gifted Korean girls, experiences with early admittance into a gifted program are charted alongside their family and societal experiences that ultimately influenced their career choices in nonmathematical fields. The 8-year-long qualitative study involved extensive interviews with the two gifted girls and their…

This study examined the average effects of schools' third through fifth grade gifted programming policy in mathematics and reading on overall school achievement, on gifted students' achievement and academic attitudes and on nongifted students' achievement and academic attitudes. Data and results represent a broad, national look at school…

This study investigated the dimensionality and typology of perfectionism based on the Frost Multidimensional Perfectionism Scale with a sample of 380 Chinese gifted students in Hong Kong. Confirmatory factor analyses supported a five-dimensional model that includes constructs of personal standards, parental expectations, parental criticism,…

The focus of this study is an examination of gifted students' responses on the Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A) in relation to the adolescent norming sample. The comparisons on clinical, content, and Harris-Lingoes scales provide evidence that gifted adolescent boys' and girls' responses do not differ from one…

Using the off-level test scores of more than 250,000 students who participated in talent search testing from 2000 to 2008, this study examined if previously reported gender differences in students' performances in math versus verbal areas as well as the reported ratios of males and females for specific scoring levels still existed across years.…

This myth that the gifted constitute a single, homogeneous group is addressed by the authors in this article. They respond by saying that there is no single homogeneous group of gifted children and adults, and giftedness is developmental, not fixed at birth. Research in the past few decades has pointed to the ways in which gifts and talents vary,…

Twenty-five years ago, armed with the courage of her convictions and a respectable collection of empirical evidence, the author articulated what she considered to be a compelling argument against the cosmetic use of multiple selection criteria as a guiding principle for identifying children and youth with high potential. To assess the current…

There is a fallacy about identifying gifted and talented children and youth that refuses to go away: It is the notion that a single score is "sufficient" for determining giftedness. In this article, the author addresses several reasons for the longevity and ubiquity of this myth, as well as the data that call the myth into question. These include…

Curriculum myths rise and fall based on contemporary educational and societal contexts. Twenty-five years after the first discussion about the myth of a single curriculum for the gifted, the myth is still prevalent. Its viability as a myth is a consequence of the current educational climate rather than empirical evidence that is gathered and used…

There is international concern about falling enrollments in higher education, particularly the sciences, by gifted students. In this mixed methods study, the top-performing 200 students (approximately 2%) within a particular education jurisdiction at the beginning of their first year at university were surveyed, and 20 interviewed about their…

It is not likely that any group of educators of the gifted ever sat around a table and came to the decision that a "patch-on" approach to programming for bright learners represented best practice. Nonetheless, it is as common today as 25 years ago that programming for students identified as gifted often represents such an approach. Patch-on…

Although there are several explanations for why one succeeds or fails, effort and ability are the major causes that students report. The purpose of the present study was to measure the perceptions of 149 college freshmen enrolled in a university honors program about their skills in 15 talent areas. In addition, this study explored the relationship…

Empirical and clinical literatures have challenged the myth that gifted students do not have unique social and emotional concerns. When this myth prevails, pertinent concerns are not recognized and addressed formally or informally, proactively or reactively. Educators, parents, coaches, and even counselors may miss indications of distress. Lack of…

Is it a myth that Advanced Placement (AP) is an adequate program for gifted students? AP is so covered with myths and assumptions that it is hard to get a clear view of the issues. In this article, the author finds the answer about AP by looking at current realties. First, AP is hard for gifted students to avoid. Second, AP never was a program…

The idea of integrating programs for the gifted into the total fabric of the school program is so central to the work of the field in the last 20 years or so that it is hard to believe that the myth of separatism is still alive and well. There is little question but that gifted programs must show a connection to the work that all of public…