An Investigation into the Gender and Age Differences in the Social Coping of Academically Advanced Students

Autor/inn/en	Foust, Regan Clark; Rudasill, Kathleen Moritz; Callahan, Carolyn M.
Titel	An Investigation into the Gender and Age Differences in the Social Coping of Academically Advanced Students
Quelle	In: Journal of Advanced Academics, 18 (2006) 1, S.60-80 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
Schlagwörter	Sex Role; Peer Acceptance; Age Differences; Adolescents; Extracurricular Activities; Advanced Students; Coping; Gender Differences; Student Adjustment; Academically Gifted; Summer Programs; Student Characteristics; Peer Relationship; Social Influences; Elementary School Students + Suchen Sie Ihr Suchwort? Geschlechterrolle; Age; Difference; Age difference; Altersunterschied; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Außerunterrichtliche Aktivität; Fortgeschrittener; Bewältigung; Geschlechterkonflikt; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Sommerkurs; Peer-Beziehungen; Sozialer Einfluss
Abstract	In certain contexts, some academically advanced students employ coping strategies that manipulate the visibility of their ability. These strategies may include denying giftedness, hiding giftedness, gaining favor by helping others, denying the negative impact on peer acceptance, conforming to mask giftedness, and minimizing focus on popularity. The goal of the current study was to replicate previous research that revealed gender and age differences in coping strategy choice. The analysis of responses from approximately 550 students at a summer camp for academically advanced students revealed more similarities than differences among the subgroups of participants. As in previous research, girls were somewhat more likely than boys to engage in the stereotypically female role of helping others. In addition, older adolescents were significantly more likely than younger students to report hiding and denying their giftedness. Developmental differences between older and younger students may explain this finding, as well as the possibility of older adolescents identifying with a broader peer-base through participation in school and extracurricular activities and establishing greater independence from their parents. Finally, younger students were more likely to report that they minimize their focus on popularity. Although this last finding differs from previous research, it underscores the need for further research into the topic of social coping strategies among subpopulations of academically advanced students. (Contains 10 tables and 2 endnotes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10