An Examination of Paternal Influence on High-Achieving Gifted Males

The challenges facing contemporary boys are complex, highlighting the importance of positive paternal influence for young men to achieve success. This study examines the father-son relationships of 10 prominent gifted men of achievement to identify factors influencing talent development. Through bio...

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Bibliographic Details
Published in:Journal for the education of the gifted 2009-12, Vol.33 (2), p.241-274
Main Authors: Hébert, Thomas P., Pagnani, Alexander R., Hammond, Daniel R.
Format: Article
Language:English
Subjects:
Academic Achievement
Academically gifted
Adolescents
African Americans
Analysis
Autobiographies
Behavior
Beliefs
Biographies
Boys
Child Development
Child Rearing
Children & youth
Education
Educational aspects
Emotional Problems
Empathy
Expectation
Family
Father-son relations
Fathers
Fathers and sons
Generation X
Gifted
Gifted education
High Achievement
Home and school
Individual Development
Influence
Males
Parent Attitudes
Parent Child Relationship
Parent Influence
Parent participation
Parent participation (Education)
Parent Role
Parenting Styles
Parents & parenting
Psychological aspects
R&D
Reading Ability
Research & development
Researchers
School Districts
School Effectiveness
Self Actualization
Social Influences
Sons
Studies
Success
Talent Development
Talented students
Video Games
Work Ethic
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Summary:The challenges facing contemporary boys are complex, highlighting the importance of positive paternal influence for young men to achieve success. This study examines the father-son relationships of 10 prominent gifted men of achievement to identify factors influencing talent development. Through biographical analysis, 6 significant themes were identified: unconditional belief in son, strong work ethic, encouragement and guidance, maintaining high expectations and fostering determination, pride in son's accomplishments, and mutual admiration and respect. Implications for parents and educators of high-achieving gifted males are discussed.
ISSN:0162-3532
2162-9501
DOI:10.1177/016235320903300205