Parallel Session Proceedings »
2.4.2 Covert Aggression and Minority Gifted Children
Covert or relational aggression between gifted children and their non-exceptional peers relates to academic topics such as grades and intelligence as well as traditional forms of bullying such as name-calling and topics of social status, appearance, and family. As a hidden form of bullying, covert aggression may occur far more prevalently than bullying and seriously impair the social and emotional growth and development of gifted children. This presentation discusses similarities and differences in covert aggression and bullying, instances of covert aggression between gifted children and gifted children and gifted children and their non-exceptional peers as minority learners in grade six. While many studies addressed bullying in P-20 schools, fewer studies examined bullying among gifted students. However, Peterson and Ray (2006) conducted a study on the reflected experiences of gifted students in kindergarten through grade eight, as both victims and perpetrators. Phelps, Beason-Manes, and Lockman (2018) adapted the Peterson and Ray survey instrument to study the reflected experiences of covert aggression and gifted adolescence girls in grades six through eight. Both studies found more aggression in the grades six through eight. The researchers in the present study adapted the 10-item Reflective Questionnaire (Phelps, Beason-Manes, and Lockman) for a pilot study with minority students in grade six followed by a Structured Group Interview. Students tallied both covert aggression incidents, both observed and experienced, in grades K through grade five on the Reflection Questionnaire in eight specific topics. The researchers conducted a follow-up Structured Group Interview with grade six minority gifted children using the Reflective Questionnaire responses to further probe instances with covert aggression. In this session, they discuss differences and similarities between instances of covert aggression between gifted/gifted and gifted/non-exceptional learner groups in kindergarten through grade five. They examine the characteristics and needs of identified gifted learners from minority populations related to bullying and covert aggression and propose coping strategies for teachers and gifted students, counselors and psychologists, and parents and guardians.