5200 SW Meadows Rd. Ste. 150 Lake Oswego, OR 97035 info@cmasas.org
(888) 832-9437 Student Login

Gifted, Arrogance and "Trybe"

28 Sep

Gifted, Arrogance and "Trybe"

Posted By: 
Kimberly White

This week's Food For Thought comes from school co-founder and designer behind the Personalized Education Group, Tamra Excell.

Listening to the conversations in the room, one in particular caught my attention. “He plopped down and proudly announced, ‘I’m gifted!’” one woman said.

“Wow, arrogant much?” another woman responded.

Curious, I asked for the context. The first woman was attending a mingling activity for an event at her grandson’s school. She felt put-off that her grandson’s classmate would include his giftedness as part of his introduction.


“Oh,” I nodded. “But… what if he had said he was a star football player?” Well, he has to earn that, the women collectively explained to me. “Okay, so what if he was part of a tribe?”  That’s different, they explained, because then it’s about the tribe instead of the individual.

Trybe. This is a term I often hear among my circles, and yes – even spelled in that funny way.  “Find your freaks” is also a common phrase – the need to be among others who encourage you to reach for who you are as an individual while also giving you a sense of belonging.

Claiming accomplishments or being part of a group is an accepted desire for most, but not for those identified as gifted. That is considered a display of arrogance to be squashed. Parents have even been advised by schools to not tell their children that they are gifted. Instead, a student gets to wonder why he or she is so different, and even to feel shamed by it. And since many believe that gifted students don’t need help, we get report card comments of not meeting potential with assumptions that laziness or disdain for authority is the reason.

So what about that disdain for authority? That arrogance or elitism that gifted individuals are stereotyped as having? Is there any truth to that?

Maybe. Consider this: elitism is a common self-defense response against years of being “other.”  Imagine fighting against naysayers for everything important to you, or a childhood full of not just kids, but also adults in positions of authority, who feel the need to take you down a notch. Down as low as one can be held. Depression. Loneliness. Apathy.  The intensities of being gifted amplify this.

However, what happens when a gifted student’s needs are met?  When we encourage a sense of belonging among others, perhaps with their own freak flags flying? What happens when we provide compassion and guidance instead being yet another source of adversity?

Carl Jung taught us that, “The privilege of a lifetime is to become who you truly are.” This applies to all of us.

I want to hear from you. What do we need to do differently to better serve gifted students? How about gifted adults; what are the struggles in life and the workplace that need to be addressed?

Here’s to who you truly are,

Tamra Excell