Journal of Advanced Academics

Despite considerable reform activity surrounding K-12 education over the past 20 years, racial and socioeconomic disparities among students who achieve at advanced levels have received little attention. This study examined how excellence gaps, defined as differences in performance at the 90th percentile of subgroups, change over time and their potential antecedents. We analyzed Measure of Academic Progress achievement data in reading and mathematics from a cohort of approximately 60,000 students from third to fifth grade in 742 elementary schools. Multilevel modeling results indicate that Black/Hispanic and White/Asian excellence gaps were relatively stable in reading. However, excellence gaps in mathematics increased during the school year and across time, and higher achieving schools demonstrated larger excellence gaps than lower achieving schools.

The present study expanded our current understanding of leadership among academically gifted seventh-grade students by examining peer-identified leaders of naturally occurring social groups in a mixed ability setting. Three consecutive cohorts of seventh-grade students (N = 474; 57% female; 43% European American) attending a public magnet secondary school participated. Results indicated that gifted students were more apt to be identified as leaders than nongifted youth and both conventional and unconventional styles of leadership related similarly to higher social standing and influence in the peer network. Nongifted leaders displayed a mixed profile of prosocial and more risky deviant behavior, whereas gifted leaders displayed a primarily prosocial leadership style. However, gifted leaders perceived themselves to be more influential and intimidating than other students and also endorsed sensation seeking tendencies more than other students. Findings underscore the heterogeneity of leadership during young adolescence and the distinct profile of gifted leaders compared with other leaders and gifted peers.

Hispanic students participate in advanced programming at a much lower rate than their White peers. Although Advanced Placement (AP) can have a positive impact on future academic success and attainment of long-term goals, limited research has investigated factors that contribute to AP success for gifted Hispanic students. This study examined factors potentially predictive of success on AP exams for gifted Hispanic students. Contrary to prior literature, findings revealed that race/ethnicity was not a factor that significantly affected AP success for these gifted students. In addition, when examining the performance of all the Hispanic AP students, the only factor that significantly contributed to passing an AP exam was identification as gifted. Implications for practice and suggestions for future research are discussed.

Secondary data analysis can benefit researchers of advanced academics by providing large sample sizes and a variety of data on multiple topics. However, using secondary data comes with unique challenges. This article will outline how gifted education researchers can find, access, and use secondary data. Data are available on children from birth to adulthood and are typically accessed through the Inter-university Consortium for Political and Social Research (ICPSR) or the National Center for Education Statistics (NCES). The majority of data sources have public-use files available, but some sensitive data may require special permissions. This article includes examples of advanced academic research that used popular databases along with software options for utilizing available data. We conclude with considerations researchers should take into account when considering using secondary data analysis, such as computer memory and technical skills.

This investigation was to explore perceptions of students who participated in the Cultivating Diverse Talents in STEM project in an R1 university through (a) university-based summer internship program, (b) subsequent school-year research internships, and (c) successive summer workshops or internships. Thirteen high school juniors from diverse backgrounds and low-income families were selected using a series of identification and assessment methods. Both the performance-based and paper-and-pencil assessments were measures of creative problem solving and application of conceptual understandings. A questionnaire was administered after students’ participation in the summer internship. The core theme, active involvement in problem solving inspired and motivated students with exceptional talent, was identified, including three categories: (a) academic initiative and engagement, (b) transition preparation, and (c) practical skill development. Strengths of diverse, underrepresented students with exceptional talent in STEM (spatial analytical skills, high academic resilience, and persistence) and critical elements of a quality STEM program (focusing on individual research interests and real-world problems, providing enriched and varied experiences, and creating supportive mentoring relationships) are included in the research implications.

Dąbrowski’s theory of positive disintegration has been associated with the psychology of giftedness for four decades, and Sal Mendaglio has significantly contributed to the thoughtful understanding of the theory throughout those 40 years. In this interview, Mendaglio discusses the relationship between the theory of positive disintegration and the psychology of giftedness. Mendaglio addresses potential misunderstanding of the theory as well as the concept of overexcitabilities. He clarifies that Dąbrowski’s theory is not a theory of giftedness; however, the theory as well as Dąbrowski’s concept of intelligence contributed to Mendaglio’s understanding of the psychology of giftedness. Mendaglio cautions against the oversimplification of overexcitabilities and the tools with which the construct has been measured.