Frame and Fornia (2001) examined the psychosocial dilemma faced
by gifted children and their families. The authors summarized saying
internal factors that contributes to their struggles in parenting. Not all
parents of gifted children experience the same internal or external
barriers, but commonalities have been found in research on this
population (Moraswka & Sanders, 2008). The internal barriers
include making decisions about children’s educational opportunities,
managing gifted children’s emotional and social issues, coping with
underachievement and lack of motivation, and dealing with the
emotional intensity of the gifted children and their heightened
sensitivity (May, 2008; Moon, 2003; Silverman & Golon, 2008).
Silverman and Golon (2008) pointed out that families with gifted
children often feel lonely or isolated. Parents usually share their joys
and concerns about raising their children with other parents,
neighbours, and family members. However, parents of gifted children
often reluctant to share and discuss their children’s experiences with
other because often others do not understand their concern.
Research suggests that parents of gifted children often face
difficulties negotiating with other parents or the community they are
living in (Alsop, 1997; Fornia and Frame, 2001; May, 2000; Silverman
Parents of gifted children are often regarded as elitist or pushy (Adler,
2006; Margrain, 2010; Silverman & Golon, 2008). Parents encounter
difficulties negotiating with other people when special academic
programs or special attention is given to parents of gifted children and
not to parents of average children (Frame & Fornia, 2001). Webb,
Gore, Amend, DeVires (2007) and Adler (2006) reported that parents
of gifted children expressed their feeling of loneliness and isolation
because they felt other parents, especially the parents of the non-
gifted children, did not understand the difficulties and challenges
associated with raising a gifted child. Similarly to Margrain’s (2010)
study, Adler’s participants also reported being perceived as pushy
parents. Delisle (2001) wrote:
When parents begin to say their child began reading at 18 months, or that she asks questions about the origins of human life at the age of three… they begin to get funny looks. Some people listening to such parents’ think they are lying or making up stories just to make other children look bad. Others think these are evil parents who push, push, push their child for their own selfish satisfaction. Still other (and they are often relatives) ignore the comments altogether, refusing to see the profoundly gifted child as being anything other than a typical child who is just “a little bit smart” (p.2).
Delisle (2001) pointed out that due to the aforementioned reactions,
parents of gifted children often isolate themselves from other parents.
When communicating with individuals or with a group of people,
especially parents of the non-gifted children, these parents tend to
say little about their child’s progress fearing they will be stereotyped
as ‘that type’ of parent (p.2).
In studies by Eris, Syefi, & Hanoz, (2008) on the perceptions of
parents with gifted children in Gifted Education in Turkey, parents
reported their experiences of having received unfavourable reactions
towards their child’s giftedness from their extended family members,
neighbours, parents of the non-gifted children, school principal and
the teachers. Parents in Eris, Syefi, & Hanoz’s (2008) study also
stated their concern over how they were described as pushy parents
and that their children were teased as nerds or as being hyperactive.
When anticipating such reactions from the environment in which they
live in, these parents may prefer to hide their child’s giftedness. In
parents in order to avoid judgment from other parents on their way of
parenting (Alder, 2006; Alsop, 1997; Silverman, 2002).
2.8 Conclusions
There are many issues concerning parents of gifted children when it
comes to raising a gifted child. As discussed previously, not all gifted
children are typically a problem for a family. Likewise, to assume that
gifted children do not present unique challenges and problems in the
family would be another misleading statement which has been
discussed extensively within the literature of gifted families.
Some parents fear they are inadequately prepared to provide the right
education for their gifted child. They worry about how their child will fit
into society if he or she is labelled as gifted, as well as the social and
emotional support available for their child. Others experience
increased tension when they realise that they need to deal with the
special needs and behaviours of their children who often possess
heightened sensitivity and a lot of energy, both physically and
emotionally. Another dilemma for parents is finding someone to
often others do not understand their concerns and think that parents
of the gifted children are making up the stories.
Lack of understanding about giftedness and support provided for
families of gifted children often leads to frustration and annoyance for
parents of gifted children. As discussed earlier, parenting a child with
unique characteristics and unpredictable behaviours can be a roller-
coaster ride for some parents (Moon, 2003; Silverman & Golon, 2008;
Silverman, 2000c). Parenting a gifted or talented child may be
stressful for some parents of gifted children. However, if the burden
can be shared by others, especially family members, and friends,
initially, it can provide success with internal factors such as happiness
CHAPTER 3
METHODOLOGY
3.0 Introduction
This study will use the methodology called qualitative research.
Merriam (2009) stated that to understand the nature of qualitative
research one should look at the philosophical foundations. However,
she also stated, “there is almost no consistency across writers in how
this aspect of qualitative research is discussed” (p. 8). She further
stated “in true qualitative fashion, each writer makes sense of the
underlying philosophical influences in his or her own way” (p. 8).
Therefore, I begin this chapter by conveying an understanding of
qualitative methodology and following this presentation, I provide a full
description of my research. I conducted a qualitative research of
parents’ experiences and perceptions of raising a young intellectually
gifted child.
Qualitative research is primarily “interested in understanding the
meaning people have constructed, that is, how people make sense of
2009, p.13). Therefore, I have chosen to do a qualitative type of
research because the nature of my study is based on the reality of
participants’ lives and experiences as parents of young intellectually
gifted children.
This chapter will describe how the study was conducted, including a
description of the methods used, the process of data collection,
samples, ethical consideration, and analysis of data. At the beginning,
I will discuss the research design, followed by the research strategy,
and research methods. In the next stage, I will describe the sample of
my study, the data collection method, the process of data analysis,
and finally the ethical considerations. As an opening to the chapter, I