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Abstract

Family involvement and encouragement have significant impact on the eventual display of talent. In the display of mathematical talent, there are large gender differences (Penbow, 1988). Can differences in family encouragement given to gifted females and males help explain this gender gap? The present study addressed that question. It was an investigation into: (1) parental support and encouragement of quantitative and verbal pursuits for extremely mathematically or verbally talented students; (2) the relation of such behaviors to talent development and gender differences, and (3) possible differences in the process for modestly versus extremely gifted students. No major differences were found between parents of extremely precocious children and of modestly gifted children, except a greater paternal involvement for the extremely precocious. Our results did indicate that parents differentiate support as a function of child's talent domain but not as a function of gender. Parents' behaviors were somewhat stereotypical; fathers were more involved in quantitative areas, and mothers tended to be viewed as the primary source of encouragement in verbal areas. It was concluded that the stereotyped behaviors of parents may negatively influence subsequent achievement of gifted females in math/science.

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Educational Encouragement by Parents: Its Relationship to Precocity and Gender

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