An assessment of the needs of parents of gifted students for parent education programs

The experiences of parents of gifted African American children:A phenomenological study

“…The existing research on general parent concerns reveals several major themes (Hackney, 1981). These include socialization behaviors (Keirouz, 1990;Schictman, 1999), family dynamics (Keirouz;Kirk & Gallagher, 1989;Schictman;Stephens, 1999), and academic areas (Dangel & Walker, 1991;Keirouz;Schictman). Given the paucity of research examining parents raising gifted children of color in an urban school district, this study documented the unique perspective of parents of gifted African American children, with a specific focus on a qualitative exploration of their experiences and concerns.…”

“…Recurrent themes include parents' concerns regarding socio-emotional development, academic programs and enrichment, and family adaptation relative to parenting gifted children (Dangel & Walker, 1991;Ford, 1995;Hebert, 1998;Keirouz, 1990;Kirk & Gallagher, 1989;Schictman, 1999). However, none of these studies specifically explored the experiences and concerns of parents raising gifted African American children.…”

“…Schictman (1999) analyzed the experiences of 10 families of gifted children and her findings included parent concerns regarding behavior, family dynamics, and socialization. Dangel and Walker (1991) assessed the needs of parents of gifted students for parent education programs in Georgia. The participants represented multiple ethnicities and varied SES levels.…”

The Use of Consultation to Improve Academic and Psychosocial Outcomes for Gifted Students

“…Parents of gifted children often feel unsupported and an increased burden of responsibility compared to other parents (Morawska & Sanders, 2009). They often require assistance not only with meeting their child's educational needs but also with aspects of parenting in general, such as motivating and controlling their child (Dangel & Walker, 1991). The majority of parents of gifted children feel that their child is difficult to rear, and they have particular concerns about their child's emotional difficulties (Feldman & Piirto, 1995).…”

Parent attitudes on the importance and success of integrated self‐contained services for students who are gifted, learning disabled, and gifted/learning disabled

“…This is particularly important since legal rights are afforded parents under the Individuals with Disabilities Education Act (IDEA; e.g., Strickland & Turnbull, 1990). Clearly, obtaining feedback from parents on program strengths and weaknesses is a crucial step to meeting the needs of students in special education (Carter & Kuechenmeister, 1986;Chalfant, 1987;Dangel & Walker, 1991;Dunst & Paget, 1991;Kitano & LeVine, 1989). The studies that have assessed parent views have found such data useful in evaluating services (e.g., Bricklin, 1983;Mathews & Burns, 1992;McFadyen & Hughes, 1996;Moon, Kelly, & Feldhusen, 1997;Olszewski-Kubilius & Yasumoto, 1995;Purcell, 1993;Reis, Neu, & McGuire, 1995;Vespi & Yewchuk, 1992).…”