Affective traits (persistence, independence, and self-concept) are examined according to their relationship to giftedness. The author then poses questions regarding the affective results of labeling students gifted and cites problems with matching students' learning styles with their environments. (CL)

Interviewed 1,200 adults aged 40 and older to study age identity (labels reflecting self-perception in terms of age) and its relationship to well-being. Chronological age, poor health, and widow or divorce status are associated with older age identity. Having children is related to middle-aged identity. (KS)

Awareness of how perceived roles shape how people see themselves and how others see them prompted Cheryl McLean to question how her new label of "teaching assistant" helped or hurt the teaching and learning process. As a teaching assistant, she moved into the dual role of teacher and student. She believes that the labels she adopts…

Six hundred gifted students (grades 4 through 12) completed a survey eliciting information regarding their feelings about being labeled gifted. Results provided corroborative evidence that students perceive the label more positively than negatively. Most considered the label a "requirement" for admission to programs that offered challenging…

We introduce "stigma sentiments" as a way to operationalize the cultural conceptions of the mentally ill. Stigma sentiments are the evaluation, potency, and activity (EPA) associated with the cultural category "a mentally ill person." We find consistent support for the validity of the evaluation and potency components as measures of these…

A middle school is a complex setting in which to develop a sense of self. The following accounts of three young women reveal ways that identity is confronted, offering insights for all learners. The intent is to show how prospective and practicing teachers can gain greater access to fostering identities in the making. The language of Bakhtin gives…

Attaching diagnostic labels to learning disabled children can add to their difficulties. (Author/SBH)

This paper examines the assignment and use of name signs in the deaf community. A total of approximately 450 individual name signs were collected, recorded, and analyzed. (CFM)

Presents a definitional model to explain homosexuality and discusses its implications for practice. Contends that social workers must discard the traditional binary model of hetersexual versus homesexual for one incorporating relevant psychosocial factors including life experiences, social reaction, and association with others. (Author/JAC)

Aging alone does not deter political participation. Income and a feeling of pessimism are more important factors. Participation can be improved by enhancing social and economic conditions among the elderly and reducing negative stereotypes. (JAC)

Discusses labels such as "dyslexic,""disadvantaged," and "emotionally disturbed" that adversely affect teachers' attitudes toward students; urges teachers to take care that the shape of the world and the shape of the children who inhabit it are not distorted by labeling and restricted definitions. (GT)

Examines the preferences and meanings of labels for White Americans as discursively defined expressions of identity, after preliminary revelations of resistance by Whites to self-labeling was seen. Surveys 371 White undergraduate students, rating seven labels regarding preference and discussing feelings about self-labeling. Reveals that the most…

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…

A survey explored perceptions of 14 adolescents regarding the effects of being labeled as gifted. On a list of attributes, a positive sense of accomplishment, feelings of being unique, and the ability to cover material in more detail received the highest positive ratings. (CR)

A review of the research evidence suggests that labelling the nonfluent child as a stutterer may not always be warranted. Premature labelling and its influence upon the child's self-concept and progressive socialization were evaluated. (Editor/RK)