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.
