39. An Examination of Paternal Influence
on High-Achieving Gifted Males
Thomas P. Hebert
Alexander
R. Pagnani
The
University of Georgia
Daniel
R. Hammond
The
University of KansaS
Thomas P. Hébert is professor of
educational psychology in the College of Education at the University
of Georgia in Athens where he teaches
graduate courses in gifted education and qualitative research
methods. Alexander R. Pagnani is a
doctoral student in educational psychology–gifted and creative
education at the University of Georgia
in Athens. Daniel R. Hammond earned his master’s degree in
educational psychology–gifted and
creative education at the University of Georgia. He is a doctoral
student in
counseling psychology at the University of Kansas in Lawrence, KS.
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This paper highlights how positive paternal
influence assists the education and development of gifted males, and identifies 6 significant themes underpinning a father's support for producing a high achieving gifted son :
unconditional belief
in son,
strong work ethic,
encouragement and guidance,
maintaining high
expectations and fostering determination,
pride in son’s accomplishments,
and
and
mutual
admiration and respect.
