What are the main determiners of gifted student self-concept, according to Perrone (1997)?

The primary determiners of gifted student self-concept, according to Perrone (1997), are social class, intelligence, and gender. These factors play a critical role in how gifted students perceive themselves and their abilities.

Social class influences access to resources, support systems, and opportunities that can enhance a gifted student’s self-concept. Students from higher socioeconomic backgrounds may have more access to enrichment programs, tutors, and extracurricular activities that can bolster their confidence and capabilities.

Intelligence is a direct factor affecting self-concept because gifted students often measure their abilities against both their peers and their own high standards. Their understanding of their intelligence can shape their identity, drive, and motivation to excel.

Gender can also significantly impact self-concept, as societal expectations and stereotypes around gender roles may affect how students view their abilities and potential in various areas, such as science, math, or the arts.

These three factors work together to shape the self-perception of gifted students, providing insight into how external influences and personal identity can combine to influence self-concept.