Special Populations of Gifted Learners and Experiences of Covert Aggression

Paper

Although school bullying affects gifted children as both perpetrators and victims, few research studies address covert aggression among gifted populations. This study considers two populations of gifted students, gifted girls and Hispanic children, for their reflective experiences of covert aggression in secondary and elementary grade levels. The study used survey and structured interviews with gifted adolescent girls and elementary level Hispanic gifted children. Twenty-seven identified gifted adolescent girls from two suburban schools and six identified gifted Hispanic children from an elementary level school completed surveys that tallied instances, both observed and experienced, with covert aggression in their school experiences. The researchers defined covert aggression as behavior that “occurs when individuals manipulate relationships as an attempt to control power among peers. Specific behaviors may include talking behind someone’s back, spreading rumors or gossip, presented friendship, etc.” The study explored covert aggression instances between individuals with giftedness with intellectual peers and between individuals with giftedness and their non-exceptional peers. Participants marked topics including grades, intelligence, name-calling, personal appearance, social status, family, possessions, and other categories. Participants noted short responses related to the worst incidence of covert aggression, the effect of the experience, if they told anyone, and patterns or trends observed between individuals with giftedness with their intellectual peers and between individuals with giftedness and their non-exceptional peers. After tallying incidences and reviewing short responses on surveys, the researchers conducted structured interviews with participants to further probe incidents of covert aggression for further comment. The researchers typed written notes during the interviews rather than recording the sessions to encourage participation and avoided coercion to minimize painful or uncomfortable emotions experienced because of covert aggression. Study limitations included small sample sizes. The findings indicated covert aggression occurred most frequently in grade six. Topics most often related to the giftedness or differentness of individuals with gifted and talents such as their intelligence and grades. Special populations of gifted girls and Hispanic children used distinct copying strategies to avoid or minimize covert aggression. The Hispanic group expressed concern about getting into trouble. The gifted girl group reported instances related to their giftedness such coming or going to different classrooms for special services. The Hispanic children actively defended their intellectual peers by confronting perpetrators about aggressive behaviors. The study examined similarities and differences in the experiences of the two populations and frequency of specific topics most often encountered. The significance of the study increases awareness of gifted children, their exceptional cognitive abilities, and their relationships with others in school environments. Although both populations of gifted children dismissed or minimized reflective incidents of covert aggression, they needed productive strategies and supportive individuals to maintain positive self-confidence, growth mindsets, and healthy interpersonal relationships with their intellectual and non-exceptional age peers. The study suggested innovative practices and procedures to increase safe and peaceful school environments by implementing curricula based on Montessori Peace Education principles. These practices included the Peace Corner, Peace Table, and Talking Stick with suggested dialog and guidance to achieve less aggressive and more respectful school environments.