Peer Relationships of the Academically Gifted: A Review

Abstract

After Terman (1925) first challenged the folk notion that gifted children are social isolates, peer relationships among the gifted has received greater attention, especially since the 1940s. These studies have not been in agreement: many studies support Terman’s contention of gifted popularity; others refute or modify this social picture. In addition to the inconsistency in the data we do have, there are age groups of gifted children that have hardly been studies, e.g., preschoolers and adolescents. Most of what we know about peer relationships among the gifted is based on middle childhood data; further, much of it deals with a narrow definition of giftedness, that is, a consideration solely of academic ranking. Given these concerns about social relations among the gifted, this review will synthesize in a developmental format the research findings of the peer relationships of children considered gifted because of IQ or academic rank.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 60 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.