Peer Acceptance and Self Concept of Black Students in a Summer Gifted Program

Michele R. Cooley, Dewey G. Cornell, Courtland Lee

Research output: Contribution to journalArticlepeer-review


Few studies have investigated the social and emotional adjustment of high ability black youth in gifted programs. In the present study, thirty-five high ability black students (ages 9 to 15) who were attending a predominantly white university summer enrichment program were compared to their white peers on multiple measures of peer acceptance, self-concept, and teacher ratings of academic self-esteem, as well as background measures of academic achievement and social status. Overall, results suggest that, despite some differences in achievement and social status: 1) high ability black students are accepted by other high ability peers; and 2) high ability black students are comparable in self-concept and academic self-esteem to their white peers. One implication of these findings is that educators can encourage greater involvement of high ability black students in summer enrichment programs.

Original languageEnglish (US)
Pages (from-to)166-177
Number of pages12
JournalJournal for the Education of the Gifted
Issue number2
StatePublished - Jan 1991
Externally publishedYes

ASJC Scopus subject areas

  • Education


Dive into the research topics of 'Peer Acceptance and Self Concept of Black Students in a Summer Gifted Program'. Together they form a unique fingerprint.

Cite this