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There has been a scarcity of research studies addressing the dilemmas of peer relationships confronting gifted adolescent females. In this study, the peer relationships of nine mathematically gifted adolescent females living in Taiwan are explored using a qualitative multicase study. Data analysis revealed six compelling themes: a proclivity for aloneness, indifference to popularity, better rapport with gifted peers, preference for self-contained gifted classes, preference for gifted classes with a majority of boys, and more attachment to family than to friends. Inconsistencies with extant literature offer an opportunity to contemplate the socioemotional issues of mathematically gifted adolescent females from new angles. Putting the Research to Use The results of this study provide some insights into serving the needs of gifted girls. It is important for gifted girls to interact well with peers. However, they also need opportunities to learn to work and play alone, which are beneficial for their development of intrapersonal intelligence. Besides, schools should meet their need to meet and work with other gifted students with similar interests and values. When decisions are made about grouping options, the decisions should be based on the results of empirical studies and also on gifted girls’ voice. In addition, some gifted girls may feel torn between their indignation at the gender inequality still existing in the current society and their greater willingness to work with their male peers. They should be assured that it is all right to have this kind of inner conflict and that inner conflict can provide impetus for growth.

There has been a paucity of research on gifted individuals' perceptions of gender stereotypes. The purpose of this study was to explore mathematically gifted adolescent females' perceptions of gender stereotypes through a research design of the qualitative multiple case study involving the constant comparison and the Three C's analysis scheme. Nine female junior high school students living in an urban area of Taiwan were recruited. Five major themes emerged after data analysis: uncomfortable feelings about gender inequality, denial of the importance of beauty, high career aspirations, agreement on the stereotypes of negative female dispositions, and identification with masculine qualities and interests. These themes reflected their mixed sentiment toward gender stereotypes. The social identity approach, social status theory, and optimal distinctiveness theory were employed to explain these young women's perception of gender stereotypes. Implications for interventions to address inner conflict and for future research were also discussed.

Due to the crucial role of competition in advanced performance, musically gifted students are more likely to experience competitive conditions compared with students in regular classes. However, there is a surprising paucity of research on the relationships between competition and musical giftedness. Through a research design of a qualitative multi-case study, this study explored the daily experiences of seven musically gifted Taiwanese adolescent males enrolled in competitive gifted music classes. The data collection activities involved in-depth interviews, document review, observation of participants' musical performances, phone conversations with participants' teachers and parents, and participation in identification and placement meetings. After analyzing the rich data, five competition-related themes emerged, namely, tacit competition in music achievement, utilitarian training, feelings of inadequacy, denial of natural giftedness in most of their classmates, and critical comparisons made by parents and teachers. The findings and implications are discussed with the intent of meeting the educational needs of musically gifted students.

Many gifted Asian American adolescent males fice cultural issues that may impact their success. This articlepresents important cultural dilemmasficed by 2 giftedAsian American young men. Through a qualitative approach, the acculturation experiences oflohn and Matt, gifted Taiwanese, second generation immigrants, are described. Intergenerational cultural conflict in the f:lmilies ofthe young men is examined. ImplicationsfOr supporting Asian parents in nurturing their sons' social, emotional, and intellectual development are discussed.