Historically, the psychosocial development of minority gifted students has received little attention. The purpose of this study was to assess how gifted, low income, minority eighth grade students self reported on various psychosocial dimensions while attending a three-year high school preparatory program. Locus of control, peer relations, leadership, and community orientation emerged as dominant themes. Subjects consisted initially of 44 African American, Filipino, and Hispanic students (of which 24 were eventually interviewed). Both questionnaires and targeted one-on-one interviews were used. Responses differed between genders, with females showing more external locus of control, fragmented peer relations, decreased sense of community, and heightened career aspirations. The role of school climate is discussed in terms of adolescent adjustment.
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