Student perceptions of labeling the gifted : a comparative case study analysis

This comparative case study analysis described and analyzed patterns of gifted students' perceptions toward being labeled gifted within and across four elementary program models in southern New England. The administrative conditions for these models included the Enricdiment Triad/Revolving Door Identification Model, a pull-out program serving the top 5% of the student population, full-time classes for the gifted, and an independent school for gifted students. Previous studies have examined the concept of labeling from various perspectives; however, only a few studies have investigated labeling from the perspective of the labeled youths. Likewise, only a small number of researchers have utilized the labeling perspective of social deviance theory in order to examine gifted and talented populations. No research has explored the labeling of giftedness under different administrative conditions. The data in this qualitative research study were collected from 149 students in grades 4 through 6 using open-ended questionnaires, in-depth interviews, and writing samples. Triangulation and cross- validation of data assisted in revealing the emerging patterns as well as controlling for bias. The results revealed that identification procedures, the program structure, and the resulting interpersonal reactions contributed to gifted students' perceptions of being labeled. While placement was not a problem for the youngsters in the Triad program, becoming a program member was problematic for almost all of the students from the other programs. The youngsters reacted negatively to the gifted label, their loss of friends, heightened teacher expectations, and the rigorous workload. The females reported a greater number of negative reactions than did the males. As the program models became mere segregated and as the use of the gifted label increased, the reactions toward the label intensified. The findings add to an understanding of which aspects of social deviance theory can be effectively applied to the field of gifted education. The conclusions assist administrators, teachers, and parents in making appropriate programming decisions for gifted students.