Two samples of 6th to 12th graders from separate communities were given measures of peer conformity dispositions (willingness to accede to peer pressure), perceptions of peer pressure, and selfreported frequency of behavior concerning two major aspects of teenage life: peer involvement (degree of socializing with friends) and misconduct (drug/alcohol use, sexual intercourse, and minor delinquent behavior). Respondents perceived less peer pressure toward misconduct than peer involvement and also were comparatively less willing to follow peers in misconduct. Nevertheless, perceived peer pressure and conformity disposition accounted for more of the variance in self-reported misconduct than in self-reported peer involvement. Age differences were modest and varied among measures and samples. The samples also differed in the magnitude of perceived pressures and conformity dispositions as well as in the degree to which these variables were associated with self-reported behavior. The findings reveal a complexity in adolescent conformity that bears elaboration in future research.

A sample of 689 adolescents (grades 7-12) from two Midwestern communities who had been identified by peers as members of one of three major peer groups responded to a self-report survey measuring perceptions of peer pressure in five areas of behavior: involvement with peers, school involvement, family involvement, conformity to peer norms, and misconduct. Perceived pressures toward peer involvement were particularly strong, whereas peer pressures concerning misconduct were relatively ambivalent. Perceived pressures toward misconduct increased across grade levels and pressures to conform to peer norms diminished; grade differences in perceived peer pressures concerning family involvement were community specific. Compared to druggie-toughs, jock-populars perceived stronger peer pressures toward school and family involvement, and less pressure toward (stronger pressure against) misconduct; patterns of perceived pressure among loners were more variable across communities. Results elaborated the process of peer influence in adolescent socialization and identity development.

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The persistent underrepresentation of ethnic minority students in gifted programs requires change. Because identification tools used for entry into gifted programs often are held responsible for minority underrepresentation, this study investigated several nontraditional assessments for their efficacy in identifying both minority and nonminority students. A sample of 433 sixth-grade students responded to a drawing task and to two problem-solving assessments. Peer and teacher nominations also were used in the identification process. Findings indicated that the assessments identified a proportionate number of minority and nonminority students with potential in art or problem solving. The study holds promise for a multidimensional approach and for specific nontraditional assessments as means of effectively identifying both minority and nonminority student talents in art and problem solving. The study also suggests directions for further research.&dquo;There is something that is much more scarce, something rarer than ability. It is the ability to recognize ability. &dquo; -Lll><>rt t ItlbbardWe are seeing increasing evidence from studies of our nation's youth that the pool of children and adolescents whose talents and ahilities ii-c, recognized, nurtured, and valued is shrinking. A recent Children's Defense Fund report (1991) warned that millions of children who may help determine our country's ability to lead and compete in the future are being abandoned by paralysis of public and private conscience. We are losing untold talents to violence, drugs, apathy. and neglect: and this loss is especially prominent among AfricanAmericans, Hispanic-Americans, and Native Americans, groups traditionallv identified as ethnic minorities.

To cite this article: Donna Rae Clasen (2006) Project stream: A 13-year follow-up of a pre-college program for middle-and high-school underrepresented gifted , Roeper Review, 29:1, 55-63 To link to this article: http://dx. JL for sThis current, longitudinal study addresses two critical issues related to underrepresented gifted: identification and programming. As a follow-up of minority and low-income students identified as gifted in middle school, the study provides insight into the potential predictive value of specific gifted attributes on later academic performance: high-school graduation, matriculation in an institution of higher learning, and completion of a college degree. Findings support the value of multiple forms of identification, specifically in problem-solving, teacher identification of leadership ability, and grade point average. The study also evaluates the impact on academic outcomes of a longterm, university/school pre-college partnership program for middle-and senior-high-school underrepresented gifted. Results show a significant relationship between the level of student involvement in program activities and successful achievement of academic outcomes.