Standing out or fitting in

Understanding how honors students behave in collaboration with regular students. Abstract In this paper we take a social psychological approach to understanding how honors students position themselves when collaborating with regular students. A pilot study (N = 14) shows that honors students indeed tend to behave differently by either adapting to the group of regular students or by taking the lead/control. The reasons provided for this are preventing disharmony and delivering high quality work. A Survey study shows that honors students (N = 106) are more likely to take a leading role when they feel valued by the group in terms of competence and inclusion. Further, regular students' (N = 729) attitude to such a role is predicted by inclusion goals as well and hint at the importance of either a valued or an independent position. Results are discussed in terms of its effects on creating a culture of excellence via honors programs within higher education. Theoretical Framework During the last decade many higher education institutions in the Netherlands developed special-honors programs-for highly talented and motivated students (Wolfensberger, 2012). Honors programs are used to induce a culture of excellence within higher education institutes. Although honors students spend a vast amount of time on these more challenging programs they quite often, also follow (parts of) a regular educational program. Ideally honour students inspire regular students. However, honors students face pressure to adjust to the norms (in terms of motivation and ambition) that are prevalent within the dominant group of regular students. We take a social psychological approach to