Peer Acceptance and Self Concept of Black Students in a Summer Gifted Program

Few studies have investigated the social and emotional adjustment of high ability black youth in gifted programs. In the present study, thirty-five high ability black students (ages 9 to 15) who were attending a predominantly white university summer enrichment program were compared to their white peers on multiple measures of peer acceptance, self-concept, and teacher ratings of academic self-esteem, as well as background measures of academic achievement and social status. Overall, results suggest that, despite some differences in achievement and social status: 1) high ability black students are accepted by other high ability peers; and 2) high ability black students are comparable in self-concept and academic self-esteem to their white peers. One implication of these findings is that educators can encourage greater involvement of high ability black students in summer enrichment programs.