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The present study aims to determine the influence of the gender practices and parenting styles of teachers on the manner in which gifted girls face adversity. Gifted girls (n=64) in grades 7 and 8 formed the participants for this investigation. The adversity questionnaire, the gender practice questionnaire, and the Parental Authority Questionnaire (PAQ) were the instruments of measurement used by this study. A linear regression analysis was employed in the analysis of the data. The obtained results revealed that only authoritarian parenting affects the adversity quotient of gifted girls. Authoritative and permissive parenting styles as well as the gender practices of teachers did not affect the resilience of gifted girls to the difficulties faced by them.

Parenting Styles and Gender Practices of Teachers and How These Effect the Way Gifted Girls Face Adversities