This paper examines coercive egalitarianism as it relates specifically to gifted education. Deliberate underachievement is seen to result from this egalitarianism which has arisen as a result of overriding concerns with creating equity among students. Additionally, envy by other students results in their attempting to compromise those advantages and successes. Studies are reviewed which illustrate a continuum of coercion, showing that both teachers and students prefer athletic and nonstudious students and that gifted students will go to great lengths to avoid the "brain-nerd connection." Suggestions are offered for combatting this problem at the individual student level, at the school level, and at the school district level. The importance of improving conditions for disadvantaged students is also stressed. (Contains 11 references.) (DB)