Examining cultural differences in overexcitabilities in college women

Abstract

Overexcitabilities (OEs) have been hypothesized as indicators of emotional developmental potential and equally, giftedness. Correspondingly, research efforts in this area have consistently shown differences in OEs in gifted and non-gifted populations. Yet there is a paucity of research focusing on minority populations. This study explored the presence OEs using the Overexcitability Questionnaire II in college-age African American and White female students in order to form a clearer understanding of the affective development and experience of minority students. Overall, gifted students scored significantly higher than non-gifted students on the intellectual OE and there was a significant interaction of race and giftedness for this overexciability. The emotional OE was significantly higher in the White participants, and there were no differences between gifted and non-gifted African American students. Results were discussed in terms of recruitment, retention, and counseling of African American students.