Is Giftedness Socially Stigmatizing? The Impact of High Achievement on Social Interactions

Abstract

Interpersonal and emotional difficulties of gifted adolescents have been well documented; however, the relational dynamics that lead to such difficulties are less well understood. Following ideas posited by researchers such as Coleman and Cross (1988), the current study attempted to examine the “social stigma of giftedness” and the management of this stigma. Quantitative and qualitative methods were used to explore social experiences of students at the Indiana Academy for Mathematics, Science, and Humanities. Perceptions of cliques and how social interactions at the Academy differed from regular high schools were also addressed. Possible hypotheses regarding how these students used information management strategies to deal with the stigma associated with giftedness are explored.