Hertzog, Nancy BRyan, Megan2013-07-252013-07-252013-07-252013Ryan_washington_0250O_11876.pdfhttp://hdl.handle.net/1773/23616Thesis (Master's)--University of Washington, 2013This literature review examines the research related to the influence of the gifted label on the lives of highly capable learners. Using labeling theory, stereotype threat, and identity development as a theoretical framework for understanding the literature, this paper looks specifically at both social and academic self-concept development in identified gifted students. Having established how each of those facets of identity are influenced by the label itself, the paper concludes with an examination of how labeling influences achievement motivation in highly capable learners. Overall, labeling students as gifted has both positive and negative influences on self-concept development, depending on whether or not their learning environment is supportive. This review will conclude by providing suggestions for future research.application/pdfen-USCopyright is held by the individual authors.academic self-concept; gifted; identity development; labeling theory; social self-concept; stereotype threatEducational psychologyeducation - seattleThesis