Social dominance orientation (SDO), right-wing authoritarianism (RWA), and socially desirable responding were examined among a sample of self-identified supporters of gifted education (N = 341), 70% of whom had an official role in gifted education as researchers, teachers, or gifted-talented (G/T) trainers. The sample was primarily female, White, well-educated, and upper middle class. The relationship of SDO, RWA, socially desirable responding, and support for various gifted education practices such as testing for identification, curricular differentiation in a heterogeneous classroom, and cooperative learning was explored through latent class analysis and logistic regression. Two distinct groups, communitarians and individualists, were found on the basis of their support for different gifted programming. Higher deference to authority among communitarians predicted support for an inclusive social norm, compared to a preference for maximizing potential without regard for inclusion among the individualists, who were less likely to defer to authority.
Journal Article URL
Cross, Jennifer Riedl; Cross, Tracy L.; and Finch, Holmes, Maximizing Student Potential Versus Building Community: An Exploration of Right-Wing Authoritarianism, Social Dominance Orientation, and Preferred Practice Among Supporters of Gifted Education (2010). Roeper Review, 32(4), 235-248.
This version is the accepted, post-print version of the article.