References
Fisher, S., Middleton, K., Ricks, E., Malone, C., Briggs, C., & Barnes, J. (2015). Not just black and white: Peer victimization and the intersectionality of school diversity and race. Journal of Youth and Adolescence, 44(6), 1241–1250.
Godfrey, E. B., & Grayman, J. K. (2014). Teaching citizens: The role of open classroom climate in fostering critical consciousness among youth. Journal of Youth and Adolescence, 43(11), 1801–1817.
Guo, S., Wu, Q., Smokowski, P. R., Bacallao, M., Evans, C. B., & Cotter, K. L. (2015). A longitudinal evaluation of the positive action program in a low-income, racially diverse, rural county: Effects on self-esteem, school hassles, aggression, and internalizing symptoms. Journal of Youth and Adolescence, 44(12), 2337–2358.
Levesque, R. J. R. (2015). Adolescence, discrimination, and the law: Addressing dramatic shifts in equality jurisprudence. New York, NY: NYU Press.
Ruck, M. D., Park, H., Crystal, D. S., & Killen, M. (2015). Intergroup contact is related to evaluations of interracial peer exclusion in African American students. Journal of Youth and Adolescence, 44(6), 1226–1240.
Simpson, J., & Adams, M. G. (2015). Understanding Gifted adolescents: Accepting the Exceptional. Lanham, MD: Lexington Books.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of Interest
The authors declare that they have no competing interests.
Rights and permissions
About this article
Cite this article
Doyle, M. Joanna Simpson and Megan Glover Adams: Understanding Gifted Adolescents: Accepting the Exceptional . J Youth Adolescence 46, 470–474 (2017). https://doi.org/10.1007/s10964-016-0604-1
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10964-016-0604-1