Family Influences on the Achievement of Economically Disadvantaged Students: Implications for Gifted Identification and ProgrammingTeacher Education and Leadership Faculty Publications
PublisherUniversity of Connecticutt, National Research Center on the Gifted and Talented
AbstractThis review of the literature looks at family influences on the achievement of economically disadvantaged youth, with an emphasis on relationships among families, academic achievement, and gifted education. Theoretical perspectives on the study of families have focused primarily on families as static systems and families as dynamic systems and, more recently, on families as interactive systems. Correlation between single parenting and low academic achievement has been found, though the presence of extended family members appears to overcome this problem in many instances, and processes that support academic achievement may also mediate this relationship. The importance of schools and communities in supporting families and the family culture is stressed. Studies specific to gifted education have found status variables that correlate directly with identification of students as gifted, and that indicate the importance of focusing on individual expressions of giftedness within cultural contexts when evaluating gifted students within economically disadvantaged families. (Contains 70 references.) (DB)
Citation InformationHunsaker, S. L., Frasier, M. M., King, L. L., Watts-Warren, B., Cramond, B., & Krisel, S. (1995). Family influences on the achievement of economically disadvantaged students: Implications for gifted identification and programming. Storrs, CT: University of Connecticut, National Research Center on the Gifted and Talented.