An Exploration Of The Impact Of Family On The Achievement Of African American Gifted Learners Originating From Low -Income Environments

The purpose o f this study was to determine what, if any, impact families have on the academic achievement o f African American gifted learners from low income environments. This grounded theory study was designed to explore family and student perceptions o f a complex set o f variables related to families and home environments. The variables explored were based on a conceptual framework developed from previous research related to social capital and its uses within families with limited economic resources. Study participants were junior and senior level high school students and their parents. Instruments included a demographic questionnaire with open-ended questions, a researcher-developed interview protocol and the Moos Family Environment Scale. Based on the findings, certain ‘social capital’ resources were revealed: family cohesion; strong relationships with mothers; family to student discussions related to education and positive achievement; the role o f the extended family (particularly aunts and cousins); emphasis on religious identity development; and the role o f fathers are noted as having impact on school achievement. Another notable source o f capital revealed was the intrinsic motivation and resilience o f each o f the students based on parent and student responses to interview questions. The most pronounced findings were the role o f the mother as nurturer and encourager; the flexible role o f extended family members who provide additional support; the emphasis within the households on positive achievement orientation, and certain family traditions which taken together form a cohesive, supportive family