Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Gifted Child Quarterly
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in Web of Science
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Web of Science (4)
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Raymond, C. L.
Right arrow Articles by Benbow, C. P.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Educational Encouragement by Parents: Its Relationship to Precocity and Gender

Cindy L. Raymond

New Haven, CT

Camilla Persson Benbow

Iowa State University

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.

Gifted Child Quarterly, Vol. 33, No. 4, 144-151 (1989)
DOI: 10.1177/001698628903300404
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Intervention in School and ClinicHome page
M. A. Nelson and S. W. Smith
External Factors Affecting Gifted Girls' Academic and Career Achievements
Intervention in School and Clinic, September 1, 2001; 37(1): 19 - 22.
[Abstract] [PDF]