Gifted students’ perceptions of an accelerated summer program and social support

This study examined gifted adolescents’ experiences and perceptions of sources of social support at a specialized summer program at two different sites in the U.S. compared to their regular schools. Survey responses from over 1,000 students showed higher ratings for the summer programs than for their local schools, with respect to academic rigor, teacher support for academic giftedness, peer acceptance, and development of leadership/life skills such as open-minded ness. Within these results, gender differences were noted. Female students were generally more positive about their summer program and felt more support from peers during the program, while male students were more likely than female students to report greater reliance on themselves than on others. Overall, however, both male and female gifted students were likely to endorse less help from others and show more independence and preference for completing tasks on their own when they were in the program than before they started the program. Positive correlations between the students’ perceived social support in their lives and their ratings of both summer and school learning environments were also found.

Duke Scholars

Author Martha Putallaz Psychology & Neuroscience