Efectos de la evaluación sobre la productividad y desempeño individual

Resilience researchers highlight the importance of positive relationships for adaptive outcomes and, as noted earlier, the presence of a supportive and caring adult is considered to make a significant difference in a young person’s life (Masten & Coatsworth, 1998; Rutter, 1987). Gifted and talented research also indicates that caring and supportive adults are shown to be influential in positive outcomes for these young people (e.g., Bloom, 1985; Moon, Jurich, & Feldhusen, 1998). These adults include parents, extended family, teachers, and other mentors, such as coaches. Some studies also refer to peers as playing a part in the participants’ development, particularly those who are like-minded (e.g., Davis & Rimm, 1998; Reis et al., 2005; Reis & McCoach, 2000; Van Tassel-Baska, 1989).

In the studies reviewed in the previous chapter, most researchers reported that relationships with parents were a strong influence on positive outcomes for gifted young people from low socioeconomic backgrounds. It is significant that, of the nine studies reviewed, five indicated that mothers in particular were most influential by being encouraging and supportive role models (Morales, 2010; Prom-Jackson et al., 1987; Shumow, 1997; Stewart & Porath, 1999; Van Tassel-Baska, 1989). This could reflect societal expectations around the roles of parents at the times some of these studies were carried out. For example, fathers may tend to take the role of primary ‘breadwinner’, while mothers are more available to interact with their children. The configuration of families might also make a difference to parent-child relationships. With single parent households becoming more common, mothers rather than fathers may tend to have more contact time with their children. However, societal changes in recent years indicate that fathers may be having greater involvement with their

children, and the influence of fathers may feature in more contemporary studies of gifted individuals.

Much like the personal characteristics of the gifted individuals in the studies reviewed earlier, there were differences related to relationships in studies that compared those from low socioeconomic backgrounds with those from high socioeconomic

backgrounds. For example, Frierson (1965) found that young people from low socioeconomic households were less aware of parental support than their higher socioeconomic counterparts. One explanation for this could be that parents on low incomes face constant financial pressures that might draw their focus from quality interactions with their children. However, Davidson and Greenberg (1967) found that high achieving participants from low socioeconomic backgrounds had better quality relationships with adults than those from higher socioeconomic backgrounds.

In contrast, studies that only focused on gifted individuals from low socioeconomic backgrounds portrayed these young people as being more aware of relationship influences. These participants reported that their relationships with their parents encouraged a strong sense of self (Prom-Jackson et al., 1987) and promoted

emotional stability (Stewart & Porath, 1999). Morales (2010) found that parents of gifted young people from less advantaged backgrounds tended to be more explicit about seeing their children succeed. These findings are consistent with resilience literature in that strong relationships with significant adults appear to play an important role in adaptive outcomes. Kitano (2003) stated that parents and families are strong influences on children’s academic performance, and this is particularly so for children who face challenges associated with poverty.

The importance of relationships outside of the home is evident in the studies reviewed earlier also. Participants in Morales’s (2010) research indicated that their

relationships with significant people outside of the home helped them to ‘bridge the gap’ between their lower socioeconomic home environments and other contexts. This was particularly important in relation to their cultural backgrounds, as the expectations of their own cultural and socioeconomic groups differed significantly with the cultural and socioeconomic contexts with which they were engaged. Many of the participants specifically acknowledged the contribution of mentors who helped them to develop their interests and aspirations, encouraged broader perspectives, and provided opportunities that might not be offered in the home or neighbourhood environment. These findings have particular significance for the gifted young people who are the focus of this study, and for other gifted underachievers.

Teachers are some of the commonly mentioned ‘outsiders’ who play significant roles in the lives of gifted young people from low socioeconomic backgrounds, according to the studies cited earlier (e.g., Morales, 2010; Reis et al., 2005; Van Tassel-Baska, 1989). One likely explanation for this is that the school environment is where the young person spends a large proportion of his or her time, and therefore is inclined to develop relationships with the adults in this context. As well, teaching tends to be a caring profession that generally attracts people who are concerned about the needs of others, and this could also explain consistent accounts of encouragement, support, and empowerment.

It appears that the recognition and acknowledgement of their talents was important for many of the participants in the studies reviewed in Chapter 3, and this occurred in both the home and school settings. This suggests a strong link between supportive and nurturing relationships and self-concept, and it could be that recognition from significant others in their lives adds weight to Gruber’s (1986) claim that gifted young people have a sense that they are special.