Keywords
high achieving
popularity
high school
students
social acceptance
popularity
high school
students
social acceptance
How to Cite
Camelo Lavadores, A. K. ., Sánchez Escobedo, P. A. ., Vales García, J. J., & Barrera Hernández, L. F. (2020). Aceptación social de alumnos con alto rendimiento académico en México: Social acceptance and high achieving. Psicumex, 10(1), 92–102. https://doi.org/10.36793/psicumex.v10i1.344
Abstract
This work explored and compared the social acceptance of high achieving high school students in two states of Mexico, Sonora in the North and Yucatan in the South.
An instrument was designed ad hoc to measure three dimensions of social acceptance: school activities, social activities and friendship with an alfa reliability coefficient of. .91. This was administered to 500 high school students, half of it in each state.
In general, high levels of social acceptance of high achieving students was found. Women and Sonora’s students showed more acceptance of the high achievers. Findings fail to support the notion of social rejection and stigmatization of high school students with good marks and diligence.
References
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Rentzsch, K., Schutz, A., & Schroder-Abé, M. (2011). Being Labeled Nerd: factors that influence the social acceptance of high-achieving students. The Journal of Experimental Education, 79, 143-168.
Sánchez, P., & Ramírez, K. (2013). Talent development in Mexico: challenges and opportunities. En P. Sánchez, Talent development around the world: a global perspective on gifted education (págs. 204-217). Saarbrucken, Alemania: LAMBERT Academic Publishing.
Senior, A. M., & Anderson, B. T. (1993). Who’s who among African-American student groups in high school: An exploratory investigation on peer subcultures. The Urban Review, 25(3), 233–249. doi:10.1007/bf01112110
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Zavala, M. (2004). La detección de alumnos CAS-Superdotados en las escuelas primarias. (Tesis de Doctorado inédita). Aguascalientes, México: Universidad Autónoma de Aguascalientes.
Camelo, A. K. (2018). Percepción social del alumno con alto rendimiento académico (Tesis doctoral inédita). Universidad Autónoma de Yucatán, México.
Estévez, E., Martínez, B., & Jiménez, T. (2009). Las relaciones sociales en la escuela: el problema del rechazo escolar. Psicología Educativa, 15(1), 5-12.
Farkas, S., Duffett, A., & Loveless, T. (2008). High-achieving students in the era of No Child Left Behind. Washington DC, USA: Thomas B. Fordham Institute.
Fuller‐Rowell, T. E., & Doan, S. N. (2010). The social costs of academic success across ethnic groups. Child development, 81(6), 1696-1713.
Gallagher, J. J. (2015). Peer acceptance of highly gifted children in elementary school. Journal for the Education of the Gifted, 38(1), 51-57.
Gerson, K., & Carracedo, S. (2007). Niños con altas capacidades a la luz de las múltiples inteligencias. Buenos Aires, Argentina: Magisterio del Río de la Plata.
Händel, M., Vialle, W. & Ziegler, A. (2013). Student perceptions of high-achieving classmates. High Ability Studies, 24 (2), 99-114
Ladd, G., Herald-Brown, S., & Kochel, K. (2009). Peers and motivation. En K. Wentzel, & A. Wigfield, Handbook of Motivation at School (págs. 323-348). New York: Routledge.
Manaster, G., Chan, J., Watt, C., & Wiehe, J. (1994). Gifted adolescents' attitudes toward their giftedness: a partial replication . Gifted Child Quarterly, 38, 176-178.
McNeely, C. & Blanchard, J. (2009). The teen years explained: a guide to healthy adolescent development. Recuperado de https://www.jhsph.edu/research/centers-and-institutes/center-for-adolescent-health/_docs/TTYE-Guide.pdf
Meijs, N., Cillessen, A. H., Scholte, R. H., Segers, E., & Spijkerman, R. (2010). Social intelligence and academic achievement as predictors of adolescent popularity. Journal of Youth and Adolescence, 39(1), 62.
Mietzel, G. (2005): Claves de la psicología evolutiva: infancia y juventud. Barcelona: Herder.
Quatman, T., Sokolik, E., & Smith, K. (2000). Adolescent perception of peer success: a gendered perspective over time. Sex Roles, 43, 61-84. doi:10.1023/A:1007039712348.
Rentzsch, K., Schutz, A., & Schroder-Abé, M. (2011). Being Labeled Nerd: factors that influence the social acceptance of high-achieving students. The Journal of Experimental Education, 79, 143-168.
Sánchez, P., & Ramírez, K. (2013). Talent development in Mexico: challenges and opportunities. En P. Sánchez, Talent development around the world: a global perspective on gifted education (págs. 204-217). Saarbrucken, Alemania: LAMBERT Academic Publishing.
Senior, A. M., & Anderson, B. T. (1993). Who’s who among African-American student groups in high school: An exploratory investigation on peer subcultures. The Urban Review, 25(3), 233–249. doi:10.1007/bf01112110
Shayshon, B., Gal, H., Tesler, B., & Ko, E. (2014). Teaching mathematically talented students: a cross-cultural study about their teachers' views. Educational Studies in Mathematics, 87, 409-438.
Soto, T. (s.f.). La sobredotación: contextualización y experiencias pedagógicas en España. Obtenido de Psicopedagogía.com: http://www.psicopedagogia.com/articulos/?articulo=444
Zavala, M. (2004). La detección de alumnos CAS-Superdotados en las escuelas primarias. (Tesis de Doctorado inédita). Aguascalientes, México: Universidad Autónoma de Aguascalientes.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2020
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