Naturally occurring interactions recorded during participant observation in two preschools were analyzed in order to develop a distinctively sociological theory of gender identity acquisition. Attention was focused on the use of sex-categorical terms and the "grammar" of sex categorization practices underlying this usage. The analysis…

Expansion of previous research on adolescents' attitudes toward their giftedness involved development of an open-ended questionnaire which was administered to 144 gifted and talented students (ages 15 and 16) in Texas. Results showed that views of the gifted label and its effects are multifaceted, and gifted adolescents are realizing positive and…

A survey of 1,000 Americans with self-ascribed disabling conditions identified 6 factors differentiating individuals who did and did not consider themselves "disabled," including (1) belief that others considered them disabled, (2) self-rated severity of disability, (3) identification with others with disabilities, (4) gender, (5)…

Past research has established clear behavioral differences between Type A and Type B individuals. The manner in which these behavioral differences are represented in the self-definitions of Type As and Bs was examined in a group of 42 college students. The existence of Type A and B self-schemata was investigated using two tasks designed to measure…

Three issues are addressed in this research review. First, do gifted and average children differ in their self-concepts? Second, what, if any, are the effects on self-concept of labeling a child as gifted or exceptional? Third, does placing the child in a separate enriched or accelerated classroom have any impact on self-concept? The paper begins…