An Examination of Paternal Influence on High-Achieving · PDF filecharacteristics that framed their parenting styles. Among those iden-tified were: a stress on discipline, religion,

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ThomasP.HébertisprofessorofeducationalpsychologyintheCollegeofEducationattheUniversityofGeorgiainAthenswhereheteachesgraduatecoursesingiftededucationandqualitativeresearchmethods.AlexanderR.Pagnaniisadoctoralstudentineducationalpsychology–giftedandcreativeeducationattheUniversityofGeorgiainAthens.DanielR.Hammondearnedhismaster’sdegreeineducationalpsychology–giftedandcreativeeducationattheUniversityofGeorgia.HeisadoctoralstudentincounselingpsychologyattheUniversityofKansasinLawrence,KS.

Journal for the Education of the Gifted.Vol.33,No.2,2009,pp.241–274.Copyright©2009PrufrockPressInc.,http://www.prufrock.com

An Examination of Paternal Influence on High-Achieving Gifted Males

Thomas P. Hébert Alexander R. Pagnani

The University of Georgia

Daniel R. Hammond The University of Kansas

the challenges facing contemporary boys are complex, highlighting the importance of positive paternal influence for young men to achieve success. this study examines the father-son relationships of 10 prominent gifted men of achievement to identify factors influencing talent development. through biographical analysis, 6 significant themes were identified: unconditional belief in son, strong work ethic, encouragement and guidance, maintaining high expectations and fostering determination, pride in son’s accomplishments, and mutual admiration and respect. implications for parents and educators of high-achieving gifted males are discussed.

“Myfatherdidn’ttellmehowtolive;helivedandletmewatchhimdoit.”—ClarenceKelland (Lyons&Lyons,2002,p.44)

Itisachallengingtime tobeaboyinthiscountry.Suchisthemes-sageheraldedintoday’spopularpress (Sommers,2000a;Tyre,2006),andbookstoreshelvesareresplendentwithrecentlypublishedbookscallingattentiontotheplightoftheyoungAmericanmale(e.g.,Neu&Weinfeld,2007).Psychologistsandgenderexpertsdebatewhetherornottheproblemsfacedbyboysaremoredifficultthanthosefacinggirls(Gurian,1996;Kindlon&Thompson,1999;Sommers,2000b),andeducatorsclaimthatthedestructiveeffectsofsociety’sfailure

Journal for the Education of the Gifted242

torecognizeboys’emotionalneedsarebecomingevidentinschool(Pollack,1998).Areviewofstatisticsfromanystateinthenationoranyindividualschooldistrictprovidesevidenceoftheproblemsthatyoungmalesexperienceinourschools.Anexaminationofanygradelevel,socioeconomicgroup,orraceclearlyindicatesthatboysarenotperformingaswellasgirls(Neu&Weinfeld,2007). Whileconcernsaboutboysarebecomingpartofthenationalconversation,aparallelphenomenonisevolving.Psychologists,edu-cational theorists, and sociologists are noting that fatherhood inAmericaischanging(Balcom,2002).Economic,political,andsocialinfluencesarereshapingtherolefathersplayinthedevelopmentoftheirchildren,whilereligious,political,andculturalleaderscallforincreasedpaternalinvolvementinboys’lives. Althoughthedialogueregardingtheproblemsfacingboysandtheroletheirfathersshouldplayintheirlivescontinues,littleatten-tion isbeingdrawnto issuesspecifically facinggiftedyoungmen.Whilenumerousresearchersingiftededucationhaveexaminedissuesfacinggiftedfemales,researchaddressingthedevelopmentalissuesofgiftedmalesis limited.Thebodyofresearchongiftedmalesindi-catesanumberofpsychosocialissuescentraltotheirdevelopment,includingidentity,beliefinself,psychologicalandrogyny,emotionalsensitivity,empathy(Hébert,2000a,2000b;Wilcove,1998),andlim-itationsoftraditionalmasculinity(Kerr&Cohn,2001).Severalofthesesameissueshavealsobeenexaminedinculturallydiversegiftedmales(Hébert,1996,2002;Kao&Hébert,2006). Asresearchersandeducatorsexaminetheneedsofmalesinthiscountry,itiscriticalthatwealsoinvestourenergyinaddressingthespecificneedsofgiftedmales.Asindicatedbythelimitedresearchavailableonthispopulation,morestudiesareneededtogainabetterunderstandingoftheintellectualandpsychosocialissuesfacinggiftedmales.Moreover,studiesfocusingonparentinggiftedmalesarealsonecessaryinordertodevelopappropriateinterventions.Thefollowingstudyexaminingpaternalinfluenceonhigh-achievinggiftedmalesisanattempttoaddressthiscriticalgapintheliterature.

Paternal Influence 243

Review of Related Literature

Researchonparent-childrelationshipshastypicallyfocusedontheroleofthemother,andthereislittledoubtthatthisrelationshipcanbeoneofthemostsignificantfactorsinhealthychilddevelopment.Lessattentionhasbeenfocused,however,ontheroleofthefatherandtheinfluenceofhisparentalstyle,attitudes,andbehavior.Astheboyprogressesthroughchildhoodandadolescence,researchhasindicatedthatcontinuedpaternalinvolvementcanbeapowerfulpredictorofpositiveoutcomes.Veneziano(2003)contendedthatpaternalwarmthisastrongpredictorofsuccessfulfunctioningforchildren,possiblyevenmorethanmaternalwarmth.Fathersalsoplayanimportantroleinthedevelopmentofreadingabilitiesfortheirchildren(Herb&Willoughby-Herb,1998),andbothparents’involvementandcom-mitmenttoachievementispositivelyassociatedwiththechild’ssuc-cessinadolescence(Paulson,1994).Astrongbondwithbothmotherandfatherthroughchildhoodmaybeassociatedwithmoreaffec-tionateandpositiverelationshipswithpartnerslaterinlife(Moeller,2001).Fatherswhoactivelyparticipateinparentingarealsoabletohelptheirsonsdevelopempathy,regardlessoftheirownlevelofempa-thy(Bernadett-Shapiro,Ehrensaft,&Shapiro,1996).Intheircom-prehensivereviewofresearchonfatherhood,Marsiglio,Amato,Day,andLamb(2000)reportedthatmoststudiesoffathersintwo-parenthouseholdsindicatedthatpaternalinvolvementwasrelatedtopositivechildoutcomessuchasschoolsuccess,lowerinstancesofbehavioraloremotionalproblems,andpositivesocialbehaviors. Additionalinsightsintothefather-sonrelationshipresultedfromthe scholarship of DeKlyen, Speltz, and Greenberg (1998). Theseresearchersnotedthatfatherscouldinfluencetheirsonsgreatlybyaidingingenderidentitydevelopment,modelingcorrectbehaviors,andapplyingbeneficialdisciplinarymodelsratherthanfear-produc-ingmethods.Intheirexaminationoffatheringstyles,theresearch-ersconductedobservationsofmaleyouths’reactionstotheirfamiliesas theyenteredandexitedrooms.Afterclassifyingeachresponse,cross-referencingwasdonewiththeboy’sclinicaldatatodeterminewhetherhehadbeenreferredforbehavioraldifficulties.Boyswhowereinsecurelyattachedtoeitherparentwerefivetimesmorelikelytobeclinic-referred.DeKlyen,Speltz,andGreenbergconcludedthat


increasedpaternalinvolvementnotonlyhelpstopreventconductdis-orders,butalsosupportsrecoveryfromthem. Researchershavealsohighlightedthatthepresenceandinvolve-mentoffathersisofutmostimportanceforculturallydiverseado-lescentmales(Canada,1998;Rodney&Mupier,1999).AresearchteamofHrabowski,Maton.andGrief(1998)examinedfatherhoodintheAfricanAmericancommunity.TheseresearchersinterviewedfathersofsuccessfulAfricanAmericanmalesandidentifiedcommoncharacteristicsthatframedtheirparentingstyles.Amongthoseiden-tifiedwere:astressondiscipline,religion,andeducation;monitoringtheuseoftelevision,videogames,andmedia;carefulattentionpaidtoson’sfriendsandpeers;anemphasisonacademicgradesandtalentdevelopment;strictdisciplinarymeasuresforbreakingfamilyrules,butwithoutphysicalpunishment;andopendiscussiononthetopicsofsexanddrugs. Morerecently,MormanandFloyd(2006)conductedresearchinwhichtheyfacilitatedindependentsurveys,thefirstwithapopula-tionoffathersandthesecondwithapopulationoffather-sonduos.Ineachofthesurveys,participantsrespondedtothequestion“Whatdoesitmeantobeagoodfather?”Resultsindicatedthatfathersandsonshadrelativelysimilarconceptsofgoodfathers,namingthesametraitsbutinslightlydifferentorders.Theleadingtraitsacrossallthreegroupswerecharacteristicssuchaslove,availability,rolemodeling,involvement,andsupport. Althoughsignificantpaternalinvolvementisassociatedwithanumberofpositiveoutcomesforchildren,studieshavealsoindicatedthatalackofinvolvementisrelatedtoanumberofnegativeoutcomes.Youngmenwhodonotreceiveadequateaffectionfromfathersmaybemorelikelytoexperiencefeelingsofrejectionandunhappiness(Mussen,Young,Gaddini,&Morante,1963),whilesonsoffatherswhoarealtogetherabsenttendtohavelowerself-esteemthantheirpeers(Balcom,2002).Inaddition,paternalabsencehasbeenshowntobeastrongpredictorofviolenceandviolentcrimeinmales,evenmoresothanpoverty(Mackey&Mackey,2003). With the importance of paternal involvement understood,researchershaveconsideredthefactorsinfluencingafather’slevelofinvolvementwithhischildren.FlouriandBuchanan(2003)foundavarietyoffactorsthattendtoimprovepaternalinvolvementincluding


highereducationlevels,spendinglesstimeatwork,andcomplemen-tary maternal involvement. Regarding factors that contributed tolessenedpaternalinvolvement,theresearchersnotedemotionalandbehavioralproblemsofthesonsaswellasdomestictension. Thelate1990ssawthepublicationofseveralbooksonparentingboys.Thisresultedfromanumberofpsychologistsbecominginter-estedinexaminingboys’culturetodetermineitsinfluenceonlaterproblems.Drawingfromhisclinicalexperience,psychologistMichaelGurian(1996)proposedafour-stepmodelof“healthyfatherhood.”Thefirststepwasinvolvementwiththeinfantsonfromtheearliestpossibleopportunity.Thesecondpracticeinvolvedthefatherestab-lishingastable,positiveidentityinthecommunity.Thenextstepwasforamantocommunicateasenseofheritageandtraditiontohisson,whileallowinghimtoforgeaseparateidentityoverall.Finally,thefatherneededtolearntheprocessof“lettinggo”andunderstandthatthetransitionfromboyhoodtomanhoodrequiredincreasingindependenceandrespect.Gurianexplained,“Bythetimethesonleaveshome,orsoonafter,thefather-sonrelationshipmustshifttoarelationshipbetweentwoadultmen—twoemotionalpeers,ofequalemotionalpower”(p.126). Psychologist William Pollack (1998) also contributed to theconversation regarding father-son relationships in this country.Indicatingthat“Fathersarenotmalemothers”(Pollack,1998,p.113),hesuggestedthatsocietyshouldembracetheuniquerolefather-hoodprovidesinaboy’sdevelopmentandhelpmentoexpandtheirparentingroleincomfortablymasculineways.Assomemenmayfeeluncomfortablediscussingtheirfeelings,Pollackproposedamodelof “love throughaction,”becausemenmaybeexcellentat subtlysharingtheirfeelingsthoughjointfather-sonactivities.Moreover,Pollackhighlightedthatmenmuststrivetoremainclosetotheirsonsthroughouttheirlives,notingthat“Boysareneverhurtbytoomuchlove!”(p.137).

Research Methods and Procedures

InspiredbyGoertzelandGoertzel’s(1962)biographicalexamina-tionofeminence,Simonton’s(1999)psychologicalstudyofeminent


individuals,andMcGreevy’s(1990,1992)biographicalcasestudiesofeminentindividuals,wechosetopursueourquestionthroughabiographicalexaminationofthefather-sonrelationshipinthelivesofprominenthigh-achievinggiftedmales.Withthesemodelsasguidestodesigningourstudy,thefollowingresearchquestionguidedourinquiry:Whatfactorsinfather-sonrelationshipsinfluencethetalentdevelopmentofhigh-achievinggiftedmales?

Selection of Subjects

Webeganthestudywithacriticaldecisionto limitourexamina-tiontohigh-achievinggiftedmalesfromthebabyboomgeneration,bornbetween1946and1964.ThiswasdonebecausewerealizedthatfatherhoodinthiscountrypriortoWorldWarIIwassignificantlydifferentfromtheperiodfollowingthewar.Inasociologicalexamina-tionoffatherhoodinAmerica,Griswold(1993)paidcloseattentiontobabyboomfathers.Henotedthatduringthishistoricalperiod,althoughwomenremainedtheprimarycaregivertochildren,mentookonanewroleofusingpersonalinteractionandaffectionwithchildrentoinculcatepositivevalues.Newfatherswereencouragedtoremaintheprimarybreadwinnerandtraditionalfamilyleader,butalsotakeanunprecedentedactiveroleinaffectivechildrearing. Thesecondsignificantdecisioninplanningthestudywasourdeterminationtoexaminebiographiesofmaleswhoexperiencedposi-tiverelationshipswiththeirfathers.Realizingthatotherprominentmenofachievementhaveexperiencednegativefather-sonrelation-ships,andinmanycasesmayhavebeenraisedbyasinglemother,wechosetosavethatpopulationforaseparatefollow-upstudy.Athirdimportantdecisionindesigningthestudywasourchoiceofadefini-tionofgiftedness.WechoseRenzulli’s(1978)behavioralnotionofgiftednessrepresentedbyaninteractionamongabove-averageability,taskcommitment,andcreativitybroughttobearonsomedomainofhumanendeavor.WithRenzulli’slandmarkcreative-productivedefi-nitionofgiftedness,wewereabletoselectsubjectsfromavarietyofprofessionaldomainswhosecreativeproductivitywasevidentintheirsignificantcontributionstosociety. Withthesedecisionsmade,criterionsampling(Patton,2002)wasimplemented,wherebythesubjectshadtomeetsomepredetermined


criterionofimportance.Thecriteriaforselectionofthe10subjectswereasfollows:(1)babyboomers,(2)male,(3)positivefather-sonrelationship,(4)evidenceofgiftedbehaviorintheircontributionstotheirprofessionaldomain,(5)nationalprominenceintheirprofes-sionaldomain,and(6)availabilityofbiographiesorautobiographies.The10prominenthigh-achievinggiftedmalesselectedforthestudyarepresentedinTable1.

Data Collection

Datacollectionoccurredthroughthreephases.Phase1consistedofsearchingforallavailablebiographiesandautobiographiesthroughtheInternet.Wescouredlibrariesandbookstorestoobtainmateri-als.Inaddition,weutilizedthestate’sinterlibraryloansystemandweresuccessfulinobtainingallofthebiographiesidentifiedinourInternetsearch.ThesecondphaseofourdatacollectioninvolvedanadditionalInternetsearch.Werealizedthatmanyofoursubjectshadbeeninterviewedandfeaturedinthepopularmedia;therefore,weusedtheInternettolocatearticlesfromnationalmagazinesandjour-nals.Thearticleswelocatedservedassecondarysourcesofbiographi-calmaterialandconfirmedthelifestoriespresentedinthepublishedbiographiesandautobiographies. When our search for all available materials was complete, wespentextensivetimereading.Wephotocopiedallofthepagesfromthebiographiesthatfeaturedanydiscussionofthefather-sonrela-tionship,andusedcoloredhighlightingmarkerstodrawattentiontospecificpassages.Thisextensivecollectionservedasourqualitativedataset.Thehighlightedpassageswereequivalenttotranscriptsfromtraditionalqualitativeinterviewstudies.

Data Coding and Analysis

Inductiveanalysisprocedureswereusedtoanalyzeandinterpretthedata.Thisprocessinvolvedmanagingdatathroughcoding,catego-rizingintothemes,anddeterminingrelationshipsamongthethemes(Huberman&Miles,1994).ThephotocopiedbiographicalmaterialswerecodedandanalyzedaccordingtothecodingprocessdescribedbyBogdanandBiklen(1998).Inthefirststageofanalysis,weexamined


allbiographicalmaterialsbycombingthroughthedocumentsforcat-egoriesofphenomenaandforrelationshipsamongthosecategories.Codeswereorganizedwithphrasesthatidentifiedsimilarpatterns,themes,recurringideasorrelationships,andconsistenciesordiffer-encesbetweenandamongsegmentsofdata.Thisprocessofcoding

Table 1

Gifted Male Subject Descriptives

Subject Professional Field Major Achievement Father

Bart Conner Olympic Gold Medalist

International Gymnastics Hall of Fame Inductee

Harold Conner

John Edwards Former U.S. Senator, North Carolina

Presidential Candidate

Wallace Edwards

Franklin Graham Evangelical Minister President of the Billy Graham Evangelistic Association and Samaritan’s Purse

Rev. Billy Graham

Ron Howard Academy Award-Winning Director

Academy of Achievement Inductee

Rance Howard

Carl Lewis Olympic Track and Field Athlete, Nine-Time Gold Medalist

USA Track and Field Hall of Fame Inductee

Bill Lewis

Paul O’Neill Outfielder, Cincinnati Reds and N.Y. Yankees

Five-Time World Series Champion

Charles “Chick” O’Neill

Tim Russert Journalist, Political Commentator

Recipient of 29 Honorary Doctorate Degrees

Tim “Big Russ” Russert

Carlos Santana Pioneering Musician Rock and Roll Hall of Fame Inductee

José Santana

Jerry Seinfeld Actor, Comedian Cocreator of the Most Widely Syndicated TV Sitcom in History

Kal Seinfeld

J. C. Watts, Jr. Former U.S. Congressman, Oklahoma

First African American to Serve in U.S. House Republican Leadership

J. C. “Buddy” Watts, Sr.


thedataintoequivalentcategoriesenabledustomanageandrecon-structmeaningfulcomponents(LeCompte,2000).Thesecondstageofanalysisinvolvedourexaminationofsingleinstancesinthedatatoderivetheirmeaning.Thisstrategyassistedusinbreakingupthedatainananalyticallymeaningfulwayandrequiredthatweraisefurtherquestionsaboutourdata(Coffey&Atkinson,1996). Inthethirdstageoftheanalysis,wedeterminedmeaningfulpat-ternsandconsistencybetweentwoormorethemeswithinthedata.Throughthisprocess,weestablishedgeneralizationsthatexplainedconsistenciesinthedata.Toconcludetheanalysis,ourgeneraliza-tionsabouttheexperiencesofthehigh-achievinggiftedmaleswerecontrastedwithpublishedliteratureongiftedindividuals. Ouranalysisprocesscanbeunderstoodthroughthefollowingexample.Inthefirststageofcoding,werecognizedsimilarpatterns,commonalities,orrecurringideasinthedatathatwerelabeledusingsuchtermsascoaching, discipline, advising, emotional support, teaching, listening,andguiding.Inoursecondstageofanalysis,wesearchedforsingleinstancesinthedataandnotedthatthebiographiesoftwosubjects,FranklinGrahamandCarlosSantana,describedperiodsinthelivesofthesemeninwhichtheybrokeawayfromtheirfamiliesduringearlyadulthoodastheyexperimentedwithanindependentlifestyledifferentfromthatoftheirfamilies.Asweraisedquestionsofthisdataandfurtherexaminedthelifestoriesofbothofthesemen,werealizedthatthefather-sonrelationshipremainedstrongduringthoseperiods.Werealizedthatwhatwasdescribedwasindeedconsis-tentwiththeothersubjectsinthestudyinthatGrahamandSantanaexperiencedastrongbondwiththeirfathersinspiteoftheirrebelliousexperimentation.Weconcludedouranalysisprocessbyestablishingconsistenciesbetweenseveralpatternsinourearliercoding.Inthefinalstageofanalysis,itbecameapparentthatrelationshipsexistedbetweenandamongtheseconcepts,andtheywereeventuallymergedintoacategorylabeledencouragement and guidance.

Findings

Thelivesofthe10subjectsincludedinthestudyfeaturedfather-sonrelationshipsincorporatingthefathers’unconditionalbeliefintheir


sons.Thefathersofthemenprovidedencouragementandguidancewhilemaintaininghighexpectationsandfosteringdetermination.Theywereinspirationalastheymodeledastrongworkethicfortheirsons.Inaddition,thefather-sonrelationshipsincorporatedmutualadmirationandrespect,andthefathersconsistentlyexpressedprideintheirsons’accomplishments.

Unconditional Belief in Son

ThebiographicalmaterialsoncomedianJerrySeinfeldhighlightedthathisfatherrealizedearlyinJerry’sadolescencethathissonwasserious about becoming a comic. Biographers noted that KalmanSeinfeldhadanabsolutefaiththatJerrywouldbesuccessfulinhischosenfield.Accordingtomanyofhisoldfriends,Kalmanusedtosharewithvirtuallyeveryonehemet,“Hey,youshouldmeetmyson.He’saprettyfunnyguy”(Tracy,1998,p.21).Jerry’sfatherhaddevel-opedhisowneffectivecomicroutinethatenabledhimtobesuccessfulinsaleswork.Jerryexplainedhowthisinfluencedhisfather’sbeliefinhisson:

Mydadwasextremelyencouragingaboutit.Hewasasales-manandthat’sasimilartypeoflife.You’renotreallydoinganylegitimatekindofwork,you’rejustmakingalivingtalk-ingpeopleintothings.Thatisn’tmuchdifferentfromwhatacomicdoes.(Tracy,1998,p.21)

KalmanSeinfeldsawthesimilaritybetweenhimselfandhissonandunderstoodhowtobe supportive. Jerrydescribed that thereweremanytimeshewoulddriveintoManhattanatmidnighthopingtobeinvitedtoperforminoneofthecomedyclubs.Hewouldhangoutuntil3inthemorningwaitingtogoonstageonlytofacethedis-appointmentofnotperforming.Duringthesedifficultperiods,hisfatherremainedconfidentinhisson.Jerryexplained,“I’dgethomeatfour-thirtydepressed,anddadwouldwakeupandcomeintothekitchen,sitthereandtalktomeaboutit”(Tracy,1998,p.21). TheevangelistFranklinGrahamexperiencedasimilaruncon-ditional support from his father, the renowned Billy Graham.Throughouthisearlyadulthood,Franklinstruggledwithlivingintheshadowofa“largerthanlife”fatheraswellasdecidingwhetherhe


wouldfollowaChristianlifestyle.Heunderwentalongperiodofado-lescentrebellionandsearchingandeventuallychosetofollowChrist.Inhisautobiography,FranklinGrahamexplainedtheunconditionalqualityofhisfather’sconfidenceashedescribedhisfather’spoignantmessagetohimduringalowpointinhisidentitysearch:

You’regoingtohavetomakeachoiceeithertoacceptChristortorejecthim.Youcan’tcontinuetoplaythemiddleground...Iwantyoutoknowthatwe’reproudofyou,Franklin.Weloveyounomatterwhatyoudoinlifeandnomatterwhereyougo...Thedoorofourhomeisalwaysopen,andyou’realwayswelcome.Butyou’regoingtohavetomakeachoice.(Graham,1995,p.120)

In a world far removed from evangelical ministry, the giftedmusician Carlos Santana underwent a period of searching paral-leltoFranklinGraham’s.Santana’sfatherJoséwasalsoamusicianandheandCarlossharedaspecialrelationship.Santana’sbiographerdescribed,“JoséfeltinhisheartofheartsthatCarloswasdestinedforbiggerthingsthanthedustyroadsandsimpleliveslivedbythepeopleinAutlándeNavarro”(Shapiro,2000,p.15)andexplainedthattherewasa“near-psychicbond”thatformedbetweenfatherandson. Throughouthisschoolingyears,CarlosSantanaunderachievedacademicallyashefocusedonhisteenagedreamofbecomingaleg-endaryrockmusician.JoséSantana,anestablishedmariachibandmusician, was often able to offer his son performance opportuni-tiesplayingviolinorguitar inaband.Carlos,however,wasmorefocusedonthemusicalworldoftheburgeoninghippiedistrictinSanFrancisco.AlthoughCarlos’motherwasincreasinglyunhappywithhisfriendsandlifestyle,JoséSantanaremainedconvincedthathissonwouldultimatelyfindhisway. WhenCarlosmovedoutofthehousefollowingaparticularlyuglyfightwithhismother,Josécreatedajobforhissonasaguitar-ist inhisweekendgigs.EventuallyCarlosceasedcontactwithhisfamily for a 2-year period. During this time, his parents receivedsecondhandreportsofCarlosplayingguitarthroughouttheHaight-Ashburydistrict.Notknowingthetruth,Joséalwaystriedtokeepapositivespinonthosereports,asheremainedconvincedthathissonwouldsoonsettledown.EventuallyCarlosreunitedwithhisfamily


ashewassettoplayinamajormusicalshowinSanFrancisco.Hisbiographerexplained,“ForCarlos,theisolationfromhisfamilyhadbeenaboutpride.Hehadnoaccomplishmentstoholduptothemanddidnotwanttoappearafailureintheireyes”(Shapiro,2000,p.63).AstheSantanaBluesBand’sreputationgrewexponentially,hefeltcomfortableenoughtoreturntohisfamilyandtheypraisedhisaccomplishments. Professional baseball player Paul O’Neill was grateful for thestrongfaithhisfathermaintainedinhimaswell.Hisfather’suncon-ditionalbeliefinhissonwasevidentearlyoninhislifeandremainedwith him throughout his athletic career. As a high school senior,O’Neillwasfacedwiththedifficultdecisionofwhetherheshouldpursueacollegedegreeorentertheworldofprofessionalbaseballfol-lowinghishighschoolgraduation.Turningtohisfatherforadvice,hisdadassuredhimthatitwashispersonaldecisiontomake.SeveralyearslaterPaulO’Neillstruggledtoovercomearatherlongslumpinhiscareer.Hequestionedwhetherheshouldleavebaseball.Duringthisdifficulttime,hereceivedahandwrittenletterfromhisfather,furtherevidenceofhisunconditionalbeliefinhisson.Pauldescribedtheimportanceofthatletter:

Readinghiswordsoffthepage,itwasalmostasifhewasphysicallythere,puttinghisarmaroundme,energizingmewiththewilltocarryon,continuingwithhispeptalkabouthowIwashissonandIwasnotgoingtoquitandhowIwasnevergoingtoquit...WhenIputtheletteraway,asubtleshifthadtakenplaceinside,givingmeasenseofcertaintythatthiswasnottheendofmybaseballride.Iresolvedtogiveitonemorego,forthesakeofmyselfandformyfamily.(O’Neill&Rocks,2003,p.70)

TheOlympicathleteCarlLewisfoundthesameemotionalsup-port from his father. As an internationally recognized track star,Carl’scareerwasspottedwithperiodsinwhichhisperformanceandpersonalstylewereoftencriticizedinthemedia.ForCarl,suchcriti-cismwaschallenging,asLewisnotedinhisautobiographythathisfatherhadtaughthimandhissiblingstoalwaysdowhattheybelievedwasright.Hisfatherencouragedhimtomaintainhispersonalconvic-tionsandconducthimselfaccordingly.Followingthe1984Olympics,


whenseveral sports journalistswerebroadcastingnegativereportsaboutLewis,hisfathercounseledhim:“You’renotdoinganythingwrong,Carl.Youhaven’tdoneanythingtohurtanybody.You’renotbad-mouthinganybody.You’renotmistreatinganyone.Notdoinganyofthatstuff.You’redoingjustfine”(Lewis&Marx,1990,p.99).Hisfather’sunconditionalsupportandbeliefinhissonwasreinforcedfurtherasheencouragedCarlto“Beyourself,anddon’tworryaboutwhat’sgoingonaroundyou.Everything isgoingto turnaround”(Lewis&Marx,1990,p.99).

Strong Work Ethic

Thefathersofthemeninthestudywereindustriousmenwithstrongworkethics.Althoughseveralofthemwerenotwelleducated,theyallworkedveryhardtoprovidefortheirfamiliesandtheytriedtoinstillthisphilosophicalviewofhardworkwithintheirchildren.TimRussert’sfather,whohadnotgraduatedfromhighschool,wasasanitationworkerduringthedayandmaintainedasecondjobdeliv-eringbundlesofnewspapersfortheBuffalo Evening News.Russertdescribedhisfather’sapproachtohissituation:

Allthroughmychildhood,andwellbeyondit,BigRusshelddowntwodemandingjobs.Butashardashelaboredandaslongashetoiled,weneverheardasinglecomplaintabouthisheavyworkloadorthesacrificehewasmaking.Hedidn’ttalkaboutit;hejustgotitdone.Andifhehadtotakeathirdjobtosupporthiswifeandfourkids,hewouldhavedonethattoo...LikesomanymembersofthestrongsilentgenerationofmenwhogrewupduringtheGreatDepressionandwentofftowar,hehadlearnedlongagothatlifewashardandnothingwashandedtoyou.Infact,Dadconsidereditasignofsuccess,andevenablessingthathewasabletoholddowntwojobs.Hecouldrememberatimewhenamanconsideredhimselffortunatetohaveevenone.(Russert,2004,p.60)

Russert’srespectforhisfather’sworkethicwasevidencedwhenhewrote,“Hewasneverembarrassedaboutbeingagarbageman,andevenwhenhistitlewasForemanoftheStreetsDivision,everybody


knewwhatthatmeant.Becausehewasproudofhiswork,Iwasproudofhimfordoingit”(Russert,2004,p.69). PaulO’Neill’sfatheralsohelddownmorethanonejobtoprovideforhisfamily,asaconstructionworkerwhoplowedsnoweverywinterinordertomakefinancialendsmeet.O’Neill’sadmirationforhistirelessfatherisreflectedinthefollowingpassage:

Afterlongdemandinghoursofwork—oftenwithstressfuldeadlines,jugglingdifferentjobsites,gettingdustyanddirty,dealingwithtasksthatwerephysicallytaxingandemotion-allychallenging—insteadofstumblinghomeandcollapsingintoaneasychair,hesawhisreturntohisfamilyasthebegin-ningofhisrealday.Dadcamehomereadytoplay,notreadytorest.(O’Neill&Rocks,2003,p.21)

JohnEdwardsfoundinspirationinhisfather’sexperienceinthetextileindustryinNorthCarolina.Hisadmirationforhisfather’sstrongworkethicanddeterminationforself-improvementinfluencedJohnearlyon.Edwards’highregardforhisfather’sdifficultlaborandhishumbleapproachtodealingwithadversesituationsisevidencedinthefollowingpassagefromhisautobiography:

WallaceEdwardstookwhatcamewithoutcomplaint.WhenhebeganatMilliken’sExcelsiorFinishingPlantinPendleton,SouthCarolina,hehoistedhundred-poundrollsofcloth,butheslowlyadvancedupthecompanyladderuntilhereachedamanagementpositionatMillikenRobbinsMillinNorthCarolina.Alongthewayhespentmuchofhistimetrainingyoungermenwhowouldgetbetter-payingjobsthantheonehehadorwouldeverhave.Theyhadcollegedegrees,andhedidnot.Andalthoughhetriedtotaketheadvancementcourseshiscompanyoffered,anerraticshiftschedulemaderegularattendancealmostimpossible—asitdidforsomanywhoworkedbesidehim.Sohesilentlylethisdreamgo,buteventhenIrememberwakingupearlyinthemorningtofindhiminthelivingroom,withhisownmysteriouspadsandpencilsinfrontofhimashewatchedwhatweretomebleakpublictelevisionshowsthattaughtthebasicsofprobabilityandstatistics.(Edwards&Auchard,2004,p.118)


J.C.Wattsalsodescribedhowheandhissiblingsweretaughtthevalueofhardworkearlyon.Heexplained,“IfyoulivedunderBuddyWatts’roof,choreswereafactoflife.NobodyinthefamilyeverspentaSaturdaymorninginbed”(Watts&Winston,2002,p.36).J.C.andhisbrotherswouldbeworkingwiththeirfatherbydaybreakandhissistersspenttheweekendhelpingtheirmotherwithhouseclean-ing.Heelaborated,

And if you were working outside the family and not inschool,youhelpedpayyourownwaybychippinginalittlebitforgroceriesandmortgage...ThoseruleswentforeveryoneofBuddyandHelenWatts’kids.LifeintheWattsfamilywasnoSundayafternoonpicnic,buthardworkneverhurtanychild.(p.36)

BythetimeJ.C.was8yearsold,hehadbegunhelpinghisfatherfixpropertiesandconvertthemintorentalhouses.Workingwithhisfather,hegrewtoappreciatehisfather’sstrongworkethicandhisfrugalapproachtobusiness.Heexplained:

Myjobwastopullbent,rustynailsoutofreusableoldboardsinthosehousesandstacktheboardsbysize.Daddypaidmeapennyapieceforeverynailedpulled.WheneverIgottheurgetoquit,Iwouldmentallypictureatrickleofpennies,oneafteranother,droppingintoamasonjar,andIwentbacktoworkagain.ThewayI’dpilethosebrownnailsupsocarefully,you’dhavethoughtIwasstackinggoldbarsatFortKnox.But,Ilearnedthateverypennycounts.(Watts&Winston,2002,p.46)

TheadmirationthatJ.C.Wattshadforhisfatherasaproviderhelpedtoshapehisworldview.HerespectedhisfatherwhoaccomplishedsomuchinanerawhenBlackmalesinthesegregatedSouthwerenotaffordededucationalopportunities.“HewasnoPollyanna.NoonewholivedthroughtheDepression,WorldWarII,andJimCrowcouldbe,”hewrote.“Hewouldhavehadplentyofreasonstothrowuphishandsandblamehistroublesonothers,butheneverdid,becauseBuddyWattsbelieved—andtaughtme—thatopportunityisjusthardworkindisguise”(p.13).


Encouragement and Guidance

Thefathersofthehigh-achievinggiftedmalesprovidedtheirsonswithstrongencouragementandhelpfulguidancethroughouttheirlives.Suchencouragementandguidancewasevidentinavarietyofways.Severalofthefathersweregoodlistenerswhileothersweremoreapttoofferverbaladvice.Someofthemenactuallytaughttheirsonsskillsnecessarytoachievewithintheirchosenprofessionaldomainwhileothersservedtheirsonsascoachesorsupportersfromthesidelines. JoséSantanarealizedearlythathisyoungsonCarloswascapti-vatedbythesoundofmusicinamuchmorepersonalandspiritualwaythanmostchildren.Asaresulthedecidedtofollowhisownfather’smodelandtaughthissonhowtoplaytheviolinatage5.Santana’sbiographerindicatedthat“JoséwaspatientinteachingCarlos.Hefeltthathisyoungsonneededthenutsandboltsofmusic.Buthewasnotoverlystrictandallowedtheloveoftheinstrumentandthemusictosethisyoungsonfree(Shapiro,2000,pp.18–19).Eventuallyfatherandsonhaddifferingviewsofthechoiceofviolinasaninstrument,andJoséacquiescedandpurchasedhimausedelectricguitar.Yearslater, theaccomplishedmusicianwasappreciativeasheexplained,“Becauseofallthetrainingthatmydadgavemeontheviolin,learn-ingtheguitarseemedprettyeasy”(Shapiro,2000,p.30). CarlosSantanaalsolearnedsomeimportantlifelessonsfromhisfather’sexperienceasamariachibandmusician.Observinghisfatherinstreetperformances,restaurants,andnightclubs,Carloslearnedpainful lessons regarding class distinctions in American society.Hesawthedegradationhisfatherexperiencedwhenanintoxicatedpatronwouldpulloutathickwadofmoney,handittohisfather,andinsistthatheplayhisfavoritesong15timesinarow.Carlosfeltthedegradationturnintohumiliationwhenhisfatheracceptedthemoneyandbegantoplay.Troubledbyhisfather’scircumstances,hemadeanimportantdecision.“Isaid,‘WhenIgrowup,I’mgoingtoplaywhatIwanttoplayandthey’restillgoingtopaymeorI’llbedoingsomethingelse’”(Shapiro,2000,p.27).Whenheconfrontedhisfatherwithhisfeelings,hisfatherthenpassedonanimportantlifelesson:“Hetoldmewhenyou’reonstage,youhavetoputawayyourangerandpainandmakepeoplehappy.Onceyougohome,you


couldkickandcurse,buthewasadamantaboutpresentingyourselfwithkindnessandsoftness”(Shapiro,2000,p.27). LikeCarlosSantana,actoranddirectorRonHowardalsoreceivedimportanttrainingfromhisfatheratanearlyage.Asachildactor,RonHowardgrewupinhisparents’world.HefoundhimselfamongtheatricalfolkanddiscoveredthatbeingonaHollywoodsetwaslikeaplaygroundforhim.Althoughthetheatricalenvironmentmayhaveseemedlikeaplacetohavefun,RanceHowardinsistedthathisyoungsonconducthimselfinaprofessionalmanner.Forinstance,whenajournalistaskedhimtositforhisfirstinterview,hefidgetedbuthisfatherwouldnotlethimbeanythinglessthanprofessional.WhenthereporterturnedtoRanceforresponsestoquestions,hewoulddemur,saying,“No,IwantRonnytoanswerthem”(Gray,2003,p.13).Althoughheexpectedprofessionalismfromhisyoungson,heunderstood that young Ronny was merely a child who occasion-allyneededtobescolded.AfterbeingdisciplinedonthesetofThe andy Griffith Show,Ranceexplainedtohimthatnomatterwhowaswatching“Ihaveonlyonejobandthat’stobeyourfatherandthat’stoteachyourightfromwrong.Andnothingaboutthatembarrassesme”(Gray,2003,pp.18–19). Asa5-year-oldchildactorRonnyhadnotlearnedtoreadyet,sohisfathertaughthimhislines.Howardmaintainedthathisfatheralsopassedonlessonsinbasicactingtechniquesthatremainedwithhimthroughouthiscareer.Herememberedhisfathertellinghim,beforehisappearanceonthefamousred Skelton Show,“Reallylookathimintheeyeandreallylistentowhathe’ssaying.Don’tjustwaitforyourline;reallylisten.Andthenyourlinewilljustcomenaturally”(Gray,2003,p.12).Hetaughtthedifferencebetweenactingandmereperforming,makingitclearthat“Inordertosayaline,youhadtohavethethoughtfirst”(Gray,2003,p.18). HollywoodactressShirleyJonesreportedthatshefoundRanceHoward’s approach to parenting a child actor refreshing. Sheexplained,“Somanyparentstakethekidasideandsay,‘Don’tdothat.Don’tdoitthatway.ListentohowItellyoutodoit.’”Rance,bycon-trast,neverinterjectedhisownideas.“Hewasvery,verycognizantofwhatthemoviewas,whatthestorywas,andthedirectorwasboss”(Gray,2003,p.28).Howard’sbiographernotedthesignificantlessonthatyoungRongainedfromhisfather’sparentingontheset:“Rance’s


quietsubordinationofhisparentalegotothewelfareoftheprojecttaughthissonavaluablelesson.Ronnylearnedfromanearlyagethatbeingpartofacollaborativeeffortwasalwaysanactor’stoppriority”(Gray,2003,p.28). WhileRonHowardwasreceivingimportanttrainingfromhisfatheronaHollywoodset,OlympicgymnastBartConnerwasbeingraised inahomeenvironment thatwasalso supportiveofhis tal-ents.Connerreflectedonhisparents’approachtoencouragingthreephysicallyactive,athleticboys.“Doingflipsinthelivingroomandstandingonthewasherseemedlikeperfectlynormalactivitiesforusbecauseweknewthatobjectsinourhouseweremeanttobeusedandenjoyed”herecalled,“Itwasalwaysasmuch‘thekids’house’asitwas‘theadults’house’”(Conner,1985,p.7).Bartalsoreceivedimportantproblem-solvingtrainingfromhisfather.Hisfatherwasaprofessorofengineeringandhisapproachtolifewasalwayslogical.BartConnerexplainedhowhebenefitedfromhisfather’sstyleofproblemsolving:

Heisincrediblyskillfulatanalysis,methodicalplotting,andstep-by-stepexecution.Noproblemiseversobigthatmydadcan’tcomputeallthevariables,setagoal,andgettowork.Everytaskissimplysetoutinaseriesofsmalltasks.Yettherearetimeswhenhealmostmakesitseemtooeasy.Inmanysituationsitistruethatifyoucanmakealogicalplanandthenworkitthrough,thereistheresult.Andmydadtaughtmehowtoexecuteandachieveinthismanner.(Conner,1985,p.28)

Bartdescribedhowhisfathertaughthimthemechanicsofhowtomakesomethingwork.Inhighschool,hehatedhiscalculuscourse.Hewouldarrivehomefromschoolwithaproblemthathesawasimpossibletosolveandspendhoursravingandrantingaboutsucha“stupidclass.”Headmittedhisproblemswiththecalculusassignmenttookonthe“proportionsofanationalcrisis.”Bartexplainedthattheproblemwouldbeaddressedwhenhisfatherarrivedhomeandhisdadwouldcalmlysitdownwithhimandsay,“Okay,whatisyourgoalhere?Whatareyoutryingtoaccomplishinthisassignment?Justfindonethingyouenjoyaboutthisclassandwe’llgofromthere”(Conner,1985,p.25).


Thefathersinthestudyprovidedtheirsonswithadvicewhenthetimewasappropriate.JohnEdwardsdescribedasummerjobintheweavingroomofatextilemillinwhichhisresponsibilitywastocleanhundredsofthelooms.Theywerecoveredwithgreaseandlint,andbecausemanyoftheloomfixerschewedtobaccotopassthetime,theywerealsocoveredwithglobsofthick,brownsaliva.Edwardswrote,“‘Now you see,’ my dad said, bending close to me so that I couldhearhimoverthedinofthelooms,‘whyyouneedtogotocollege’”(Edwards&Auchard,2004,p.122). CarlLewisdescribedmultipleexamplesofhisfatherprovidingencouragementandguidance.DuringtimesofcontroversywhenthemediawascriticizingCarl,hisfatherhelpedhimtoremainfocusedonhisgoalsandignorehiscritics.HewouldoftensaytoCarl,“Expressyourfeelingsinalow-keyway,yes,butdon’tlashout.Thatwillonlymakethingsworse.Thatwillonlyloweryoutotheirlevel”(Lewis&Marx,1990,p.90).Lewisfoundthathisfather’sadviceandencour-agementpaidoffwhenthereportersbegantotreathimbetter.“Myfatherhadbeenrightwhenheencouragedmetobepatient.Ihadwaitedouttheproblems,andnowIwouldhaveachancetoturnmyimagearound”(Lewis&Marx,1990,p.110). Severalofthemeninthestudydescribedintheirautobiogra-phieshowtheencouragementandguidancetheyreceivedfromtheirfathers—theimportantlessonslearnedfromtheirdads—remainedwiththemlongaftertheirfathershadpassedaway.ArepresentativeexampleofthiswasPaulO’Neill’sdescriptionofaconversationheldwithhisownchildrenearlyonemorningwhenhearrivedhomeafterabaseballgame.Hehadhelpedtowinthegameandwasquietlycel-ebratingthevictoryinthesilenceofhishome.Heexplained:

Iwassurprisedwhenmykidscamerunningintoseeme,finding me alone having some private thoughts. TheywantedtoknowifIhadbeentalkingtoPapaChuckjustthen.“Guys,”Isaid,smilingandhuggingthem,“Iwastalk-ingtoPapaChuck.”...NothingwouldeverreplaceDad’sbeingheretocelebratewithmeinperson,butayearafterhisdeath,hisweddingringnowonmyleftringfingerwithmyownweddingband,Ifelthispresenceconstantlyandhad


conversationswithhimwheneverIfelttheneed.(O’Neill&Rocks,2003,p.212)

Maintaining High Expectations and Fostering Determination

Thefathersofthemeninthestudymaintainedhighexpectationsfortheirsons.Noneofthefathersplacedhighpressuretofollowapar-ticularpathinlife.Theydidnotinsistthattheirsonsfollowintheirfootstepsorimposeanyparticularprofessionalgoalsoraspirations;theysimplyaskedthattheirsonsstrivetoalwaysdotheirbestinwhat-everdomaintheychose.Maintaininghighexpectationswasalessondeliveredbythefatherstotheirsonsinchildhoodandadolescence,andwasreinforcedthroughouttheirearlycareeryears.Forinstance,BartConnerdescribedhowhisfatherheldhighexpectationsforallthreeofhissons,encouragingthemtoconsidervariousavenuesfordevelopingtheirtalents.Heexplained,“I’vealwaysbeeninterestedinautomobiles.AndIrememberwhenmyfathersaid,‘Whydon’tyouplanonbeingthepresidentofFordMotorCompanysomeday.’Imean,that’showmydadis—nothingseemstoofarfetched”(Conner,1985,pp.24–25). Maintaininghighexpectations includeddoingwell in school.Thefathersofthehigh-achievingmalesallinsistedthattheirsonsfocusonacademicsbeforeanythingelseandconductthemselvesasyounggentlemeninschool.TimRussert’sdescriptionofhisfather’sphilosophicalapproachtoeducationanddisciplineisevidentinthefollowingpassageregardingTim’searlyparochialschoolexperience:

Whenateacherissuedadecree,therewasnocourtofappeals,nosecondopinion,noparentalmercy.MyparentsbackedFatherSturmastheybackedeveryteacherandadministra-tor,andeveryotheradultinourlives.Daddidn’tknowtheexpressionin loco parentis,butheunderstoodthepointofit:youbehavedatschoolthewayyouwereexpectedtobehaveathome.Andifyoudidn’t,youwouldbepunishedinbothplaces.(Russert,2004,p.189)


Severalofthefathersinthisstudywerenotaffordedtheopportu-nitytoattendcollegeandweredeterminedtoseetheirsonsimprovetheirlivesthrougheducation.JohnEdwardswrotethatasayoungmanhecertainlywantedtopleasehisparentsandheunderstoodthattheywantedwhatwasbestforhiminlife.Eventuallyhegrewtounderstandwhytheymaintainedhighexpectationsforhim.Heexplained,

Atfirst,Ididn’tunderstandwhytheyhadsuchstrongambi-tionformetofindalifebeyondamilltown.ButatoneofmyearlysummerjobsintheweavingroomoftheRobbinsmill,Ibegantounderstandhowgenuinelyhardthelifeofmyparentsreallywas.Andwhytheywantedsomethingdifferentforme.(Edwards&Auchard,2004,p.122)

J.C.Wattswroteabouthisfather’shardworkandstruggletopro-videforhisfamily.“Afteryearsofscramblingforjobs,nooneunder-stoodcompetitionbetter thanBuddyWatts” (Watts&Winston,2002,p.104).HisfatherservedasinspirationforJ.C.asheprovidedhissonamodelofdetermination.Hewrote,“Mostimportant,heknewthattherearetimesineveryman’slifewhenreachingforyourdreamforcesyoutofindbedrock,tolookdeeplyintoyourselfandsummonupthecouragetodoyourbest”(Watts&Winston,2002,p.104).Heconcluded,“That’sallBuddyWattseverexpectedofmegrowingup”(Watts&Winston,2002,p.104).

Pride in Son’s Accomplishments

Thebiographicalmaterialsexaminedinthestudyprovidedevidencethatthefathersofthehigh-achievinggiftedmalesexpressedprideintheirsons’accomplishments,whichnaturallypropelledtheirsonsto continue their pattern of achievement. The fathers’ pride wasexpressedinsubtleornotsosubtleways,andthesonsappreciatedknowingthattheirfatherswereproudofthem.TimRussert’sfatherexpressedhisprideinrathersubtleways.WhenRussertwasacceptedtoJohnCarrollUniversityhisparentswereproudoftheirfirst-gener-ationcollegeson.Hewrote:


Right away, Mom asked me to get Dad a John CarrollUniversitystickerforthebackofthecarwindow,whichwasquiteastatementbecauseBigRusshasanaversiontobumperstickersordecals.Butforhiscollegeboy,hemadeanexcep-tion.(Russert,2004,p.221)

SeveralsemesterslaterwhenRussertreturnedhomeforthesummermonths,hejoinedhisfatherandhiscolleaguesasagarbagecollectoronthecitysanitationcrewofBuffalo,NY.Attheendofthatsum-mer,amemberofthesanitationteamwhohadwatchedTimworkallthatsummercomplimentedMr.RussertforTim’sperformanceasamemberofthecrew,notrealizingthatTimwaswithinearshot.Mr.Russertgraciouslyacceptedthepraiseforhisson.Russertexplainedwhyhavinghisfatherreceiveacomplimentforhisperformanceasacrewmemberwassosignificant:

Dadnevermentionedthisexchange,buthedidn’thaveto—Ihadwitnessedit,andIfeltlikeIhadwonamedal.There’snothingworsethandisappointingyourparents,andnoth-ingbetterthanmakingthemproud.Hereandthere,Ihadpleasedhiminotherways,mostlyatschool,inchurch,orontheplayground,butthiswasdifferent.Thiswashisworld,andIhaddonemyjob—hisjob,actually—withsomedegreeofcompetence.(Russert,2004,p.70)

JohnEdwardsalsorecognizedthepridehisparentsfeltinhim.Afterbecomingsuccessfulasatrialattorney,EdwardswasabletotreathisparentstodinnerattheCityClub,afinerestaurantsituatedatthetopoftheFirstAmericanBankBuildingoverlookingNashville,TN.Heexplained,“Tosplurgelikethatformyfolks,bothofwhomhadworkedlonghardhourstoputmethroughcollege,wastremendouslygratifying,”herecalled,“Aswesatthereandtheyremarkedabouthowthey’dneverbeenupsohighandseensofar,Iknewthattheywerepleasedwithmylife”(Edwards&Auchard,2004,pp.14–15).Hewasespeciallypleasedforhisfatherashenoted,“Ihadnotroubleimaginingmydadatchurchthenextweekendtellinganyonewho’dlistenaboutthefancyplaceJohnnyhadtakenthemtoinNashville”(Edwards&Auchard,2004,p.15).


PaulO’Neillalsobenefitedfromhisfather’sopenexpressionofprideinhisson.Hehadmemoriesofhisfather’sprideinhimasaLittleLeagueplayer.Whenhehelpedhis teamwinthecity tour-nament,heknewhowhisfatherfeltabouthimthatevening.“I’llneverforgetthatstrikeoutaslongasIlive.HowcouldI?ThesmileonDad’sfacewasemblazonedforeverinmyheart(O’Neill&Rocks,2003,p.46).Whenhereachedtheminorleagues,hisfatherwouldtravellongdistancestowatchhissonperforminspringtraining.Hereflected,“HispresencecertainlygavemetremendousconfidenceasI’dglanceoverandseehiminthestandsthatheldonlyaroundfivethousandpeople,beamingatmewithhisconstantbigsmile”(O’Neill&Rocks,2003,p.83).O’Neillnotedhisfather’sprideashedescribedtheexperienceofreceivingthephonecallinwhichhewasofficiallybeingcalledtoplayprofessionalbaseballinthemajorleagues:

WhattrulymatteredasIputdownthephone,onlytopickituptwosecondslatertocallDad,wasthatthissignifiedthecrowningmomentofallthesweat,hardwork,andfaiththathehasinvestedinmethroughoutmylife...IholleredthenewsoverthelineasDadholleredrightback.Wewereecstatic...Getting“TheCall”wasoneofthebiggestrushesofmylife,andthethrill itgavemyfathermadeitmuchsweeter,lettingmeknowthatIwasgivingbacktohimwhathehadgiventomeforsomanyyears.(O’Neill&Rocks,2003,p.5)

What Paul O’Neill described above is similar to the feelingsFranklinGrahamexperiencedwhenBillyGrahamattendedhisson’sevangelicalcrusademeetingforthefirsttime.Franklinrealizedthathisinternationallyrenownedfatherwasconsideredlargerthanlifebymanyofhisfollowers.Hedescribedthepoignantevent:

Whenmyfatherstoodtogreetthecrowd,hewasgivenastandingovation.I triedtoconvincehimtopreachthatnight. “Daddy, believe me, they would rather hear youtonightthanmeanyday.”Buthesmiledandsaid,“Noson,Icametohearyou...I’mproudofyouson.”Iguesseverysonwantstohearthosewordsfromhisfather,nomatterhowoldheis.(Graham,1995,pp.310–311)


Mutual Admiration and Respect

Whilethefatherstookgreatprideintheirsons’achievements,bothfathersandsonsheldeachotherinhighadmirationandrespectedeachotherasmen.Theadmirationofthesonsfortheirfathersoftencentered on how the fathers approached life in general, how theyovercamedifficulties,howtheyremaineddedicatedtotheirfamilies,andhowtheysupportedthetalentdevelopmentoftheirchildren.Thefathersrespectedtheirsonsforbecomingtheindustrious,high-achievingindividualstheywere.Thesubjectsinthestudyhadlookedtotheirfathersasmodelsofsuccessfulmen,followedtheirexample,andlistenedtotheirfathers’encouragement,guidance,andadvice,andinreturnwereappreciatedandrespectedbytheirfathers. CarlosSantanahadtremendousadmirationforhisfather.Thiswasestablishedearlyinhischildhood.Asayoungster,hewatchedhis father and his fellow costumed troubadours who brought somuchpleasuretothelivesofaudiencesthroughoutthecity.Hesawhisfatherasapowerfulmanwhocouldaffectpeopledeeplywithhismusicandhewasawed.“AsakidIrememberwatchinghowpeople’seyeswouldlightupwhenhisfatherplayedtheviolin.Atthatpoint,Iknewthathehadthepowertovalidatepeople’sexistence”(Shapiro,2000,p.17). Santana’saweforhisfatherwassimilartotheadmirationJerrySeinfeldheldforhisfatherwhoappliedhiscomicqualitiestohisworkasasalesman.Seinfeldexplained,“Mydadwasveryfunny;quickandverysociable—thekindofguyyou’dwantataparty...Hewasalwaysmakingpeoplelaugh.IwatchedtheeffecthewouldhaveonpeopleandIthought,‘That’sforme’“(Tracy,1998,p.8).Seinfeldelaborated:“Therehasneverbeenaprofessionalcomedianwithbetterstagepres-ence,attitude,timing,ordelivery...acomicgenius”(Oppenheimer,2002,p.40).Seinfeldalsowrote,“Healsoturnedmeontothesecretthatit’sfuntobefunny.That’sreallywhyIdoit”(Tracy,p.8).Jerryenjoyedwatchinghisdad’ssalesmanshipanddescribedhowhisfatherinfluencedhiswork:

ThethingIremembermost...ishowoftenmyfatherwouldsaytome,“SometimesIdon’tevencareifIgettheorder,I justhavetobreakthatface.”Hehatestoseethoseseri-ousbusinessmanfaces.Iguessthat’swhyhe,likeme,never


seemedtobeabletoholddownanykindofrealjob.OftenwhenI’monstageI’llcatchmyselfimitatingalittlephysicalmoveoracertainkindoftimingthathewoulddo“Tobreakthatface.”(Oppenheimer,2002,p.40)

WhileJerrySeinfeld’sfatherbroughtlaughterintohiscustom-ers’lives,FranklinGraham’sfathertouchedlivesinadifferentway.FranklinGraham’sadmirationandrespectforhisfatherasanevan-gelicalleadergrewovertimeasherealizedthepowerfulinfluencehis father’s lifehadhadonsomanypeoplearoundtheworld.Heexplained:

IobservedwhatonemancouldaccomplishifhetrustedGodandremainedfaithfultoHisSonJesusChrist.Anentirenationcouldbeimpacted.Ibegantoappreciateinadiffer-entwaymyownfatherandtheimpactthathislifehadmadenotinjustonenationbuttheentireworld.WhereverIwent,ImetpeoplewhohadgiventheirlivestoGodundermyfather’sministry,manyofthemmenandwomenwhowerenowinhighplacesinmanywalksoflife—servingChrist.Itmademeproud.(Graham,1995,p.135)

Several of the men in the study admired and respected theirfathersforthewayinwhichtheydealtwithadversityintheirlives,maintainedtheirdignity,andkepttheneedsoftheirfamiliesastheirhighest priority. John Edwards observed the challenges his fatherfacedandadmiredhisstrongcharacter.Henoted,

Iknewwhatkindofmanhewas.Iknewhowgoodamanhewasandhowmuchhecaredforthepeoplearoundhim.Andtoseethewayhewastreatedbecausehedidn’thaveahighschooldegree—itdidn’tcauseanger.Butitfeltunfair”(Broder,2003,p.A0l)

J.C.Wattsreflectedonhowhisfather’ssisterwasdiagnosedwithtuberculosisandwasplacedinahospitalapproximately80milesawayfromherfamily.Wattssharedthathisfathergrabbedafreighttrainandrodetherails inordertovisithissister.Becausehecouldnotaffordamotelroom,hespenthisnightssleepingunderabridge.This


experiencedeeplyinfluencedhowhesawhisfatherandhisdedicationtohisfamily:

Thatstoryofmydaddy’strainridetohissister’sbedsidetaughtmetheimportanceofloveandfamilyfromthetimeIfirsthearditasayoungboy.Nomatterhowmuchwechangeorhowfarfromhomewefindourselves,thefamilyistherockonwhichwebuildourlives.Myfamilyisaproudone—proudofitsancestry,itstriumphsoveradversity,itsfaith,anditslove.(Watts&Winston,2002,pp.11–12)

Theadmirationandrespectofthesonsfortheirfatherswasoftenopenly expressed in tender ways. Paul O’Neill discussed how hisfather’spresenceinthestadiumswassignificanttohim.Hesaid,“Myfather’sbeinginthestandsmatteredtomemorethanwordscouldexpress.FenwayParkcouldhavebeenfilledtocapacitywithstanding-room-onlycrowds,butIknewwheremyfatherwassitting”(O’Neill&Rocks,2003,p.165).Headded,“Icouldfeelhispresence,likeabrightbeamofsunlightshiningonmewhenItooktorightfield”(O’Neill&Rocks,2003,p.165). TimRusserthadbeeninvitedtoaddresstheannualconventionoftheNewYorkstatechapteroftheAmericanLegion.TheLegionwantedtogiveTimajournalismawardinappreciationforhishavingfeaturedtheAmericanLegioninaspecialbroadcastonveteranshewasresponsibleforatNBC.Withhisfatherandsonseatedinthefrontrowoftheauditorium,Russertconcludedhisacceptancespeechwithapoignantsurprise:

“Iamhonoredtoreceivethisaward,”Isaid,“butIwanttodedicateittosomeonemuchmoredeserving.Henevergraduatedfromhighschool,buthetaughthisfourkidsbyexample,hishardwork,andhisbasicdecency.Today,hecel-ebrateshisfiftiethanniversaryasanAmericanLegionnaire.Itiswithenormouspride,theutmostrespect,andthedeep-estlove,thatIpresentthisawardtothepastcommanderoftheSouthBuffaloPost721—myhero,mydad,therealTimRussert.”(Russert,2004,p.xv)

ShortlyafterCarlLewisearnedhisfirstgoldmedalinthe1984Olympics,hisfatherwasdiagnosedwithcancer.Lewisnoted,“Just


likethat,everythingthathadeverseemedimportanttomewasnotimportantanymore.TheonlythingIcaredaboutwasbeingason,myfather’sson”(Lewis&Marx,1990,p.97).Whenhisfatherdied,Carl’s final tribute to his dad reflected the ultimate love, admira-tion,andrespectheheldforhisfather.Inhisautobiography,Lewisdescribedanimportantpromisehemadetohisfather:

Thedayofthefuneral,whenourfamilywasviewingthebody,Ipulledoutthemedaltoplaceinmyfather’shand...MymotheraskedifIwassureIwantedtoburythemedal,andIwas.Itwouldbemyfather’sforever.“ButI’mgoingtogetanotherone,”Itoldmymother.Turningtomyfather,Isaid,“Don’tworry.I’mgoingtogetanotherone.”Thatwasapromise—tomyselfandtoDad.Hewaslyingtheresopeace-fully,hishandsrestingonhischest.WhenIplacedthemedalinhishand,itfitperfectly.(Lewis&Marx,1990,p.101)

Discussion and Implications

Inreviewingtheexperiencesofthe10subjectsinthisstudy,sixinter-woventhemesemergefromthedata.Therelationshipsamongthethemesaresignificantinunderstandingthefather-sonrelationshipsandarehelpfultoparentsandeducatorsofgiftedmales.Forinstance,animportantrelationshipexistsbetweenafathermodelingastrongworkethicandexpectinghissontomaintainhighstandards.Asevi-dentinthestudy,afatherworkshardtoprovideforhisfamily,andthesonfollowshisfather’sexampleandstrivestoworkhardinschoolandlaterinhischosenprofession.Asaresult,mutualadmirationandrespectevolvesbetweenthefatherandhisson.Anotherrelationshipbetweenexistingthemesisevidentinthefather’sunconditionalbeliefinhis son, influencingtheson’s identityasamancapableofhighachievement.Inotherwords,ifayoungmanrealizesthathisfatherbelievesinhimandthinksheiscapableofsignificantaccomplish-ment,hebeginstoseehimselfasanachiever.Athirdthematicrela-tionshipexistsbetweentheencouragementandguidanceaffordedthesonandthefather’sdisplayofpride.Asafatherencourages,guides,andteacheshissonlessonsthatenablehimtobecomesuccessfuland


ashisnurturingresultsinhisson’ssuccess,itisnotsurprisingthatheopenlyshareshisprideinhisson’saccomplishments. Thefathersoftheprominentsuccessfulbabyboomersfeaturedinthisstudyhaveprovidedamodelthatmayserveasthefounda-tionforeffectiveparentingofgiftedmales.Thethemesemergingfromthisstudyserveasimportantcomponentsofthemodelandmaybethoughtofascriticalingredientsforsuccessfulparenting.Inthink-ing about these ingredients, one must consider how they becomeindividualizedforeachyoungman.Eachfatherinthisstudytookanindividualizedapproachfortransferringhislifelessonstohisson.Severalfatherssawtheirsonsbeingtoohardonthemselvesattimesand delivered guidance accordingly. Some saw their sons needingtostrikeoutforindependenceandprovidedthemtheopportunity.Othersrealizedthattheirsonswouldbenefitfromdirectinstructionandtheydelivered.Ineachcase,thefather’sapproachmatchedtheparticularneedsofhisson. Thefindingsofthisstudyareconsistentwithresearchonfather-sonrelationships.Theingredientsforsuccessfulparentingdeliveredbythefathersofthe10subjects inthestudysupporttheworkofMorman and Floyd (2006) who found that love, availability, rolemodeling, and support were seen as important characteristics ofgoodfathers.ThefindingsofthisstudyarealsoconsistentwiththescholarshiphighlightedbyMarsiglioetal.(2000), indicatingthatpaternalinvolvementwasdirectlyrelatedtopositiveoutcomessuchasacademicsuccess,emotionalhealth,andappropriatesocialbehav-iorinboys.Moreover,thefindingsofthestudyreinforceGurian’s(1996)philosophicalviewofhealthyfatherhoodinwhichthefatherisinvolvedintheson’slifeearlyon,communicatesasenseofheritageandtraditiontohisson,enablinghimtoshapehisownidentity,andassistshissoninmakingthetransitionfromboyhoodtomanhoodwithindependenceandrespect. Thefindingsof this studyalsocall attention toan importantissue in research on fatherhood within culturally diverse popula-tions.Researchersinmen’sstudieshaveindicatedthatcircumstancesassociatedwithraceandethnicitymayaffecthowmenofcolorviewtheirrolesasfathers(Marsiglio&Pleck,2005).Whenconsideringfatherhood for African American and Latino men, we must takeintoaccountthehistoricalbackground,institutionalracism,andthe


marginalstatusofmenofcolorinordertoappreciatethechallengestheyencounter.HistoricallyAfricanAmericanandLatinomenhaveexperiencedfeweropportunitiestoachievesocioeconomicsuccess.Asaresult,culturallydiversemeninthiscountrymustmentortheirsonsintoasocietytaintedwithprejudice.Forthesemen,theaddedpaternalroleasteacherofracialorethnicrelationsbecomessignifi-cant.ThefindingsofthisstudyhighlightthisissuewhenweconsidertheexperiencesofthefathersofJ.C.Watts,CarlLewis,andCarlosSantana.Ineachcase,thefathersofthesemenovercameadversityassociatedwiththehistoricalcontextinwhichtheywerelivingandtaughttheirsonstolookbeyondthecircumstancesoftheirfamiliesandstrivetosucceed.ThroughtheirencouragementandguidancethesefathersdeliveredimportantlessonstotheirsonsregardingwhatitmeanttobeamanofcolorinAmerica. Researchersandpsychologistsmaintainthatfathersservetheirsonsasthemostimportantsourceofinformationregardingwhatitmeanstobesuccessfulmales(Cox,2006;Pollack,1998).Consistentwiththisview,thisstudyofferssignificantimplicationsforfathersofgiftedmalesandtheirroleintalentdevelopment.Bycloselyexamin-ingthefather-sonrelationshipsofthehigh-achievinggiftedmales,fathersmaygainnewinsightsonhowtosupporttheirsons.Infact,parentsmayfindithelpfulaswellasinspirationaltoreadthebio-graphicalmaterialsexaminedinthisstudy.Moreover,educatorsandcounselorsneedtoexaminethelessonslearnedfromthisstudyandsupportthefathersofgiftedmaleswhowanttofollowtherecipeforsuccessofferedbythemeninthisstudy.Teachersandcounsel-orscancertainlyreinforcehowfortunategiftedboysarewhentheirfathersbelieveinthemunconditionally,serveasmodelsofastrongworkethic,maintainhighexpectationsforthem,respectthem,andtakegreatpride intheiraccomplishments.Inaddition,educatorsmaywishtoemphasizethesesamepracticesintheclassroom,inthehopesofreinforcingtheimportantlessonsdeliveredathome.Forinstance,teachersdeterminedtoinstillastrongworkethicmaynotallowgiftedlearnerstosimplyearngoodgradesyetremainintellec-tuallyunchallenged.Throughpromotingsuchaphilosophy,educa-torsteachstudentstoappreciatehardworkasanopportunityforvaluabletalentdevelopment.


Thisstudyexaminedapopulationofmenfromthebabyboomgenerationandthefindingsofthestudymayreflectthevaluesoftheirfathers’ generation. A compelling question to consider is whetherornot thevaluesofmensuchasBuddyWatts,WallaceEdwards,andRanceHowardaretimeless.Considerthefollowingquestions:Willthebabyboomersrepresentedinthisstudycarryonthevaluespassedontothem?Wouldthesamefindingsemergefromastudyofhigh-achievinggiftedmalesfromGenerationXortheMillennialGeneration?Researchersmaywanttoreplicatethisstudywithsub-jectsselectedfromsucceedinggenerations.Anotherinterestingcon-siderationisthepossibilityofreplicatingthisstudyandfocusingonbiographiesofprominentgiftedhigh-achievingmaleswhosefatherswereabsentfromtheirlives.Suchastudywouldexaminehowsinglemothersmayhavemaintainedsimilarrecipesforsuccessfulparenting. The men included in this study were prominent within theirdomains; therefore, publishing companies are willing to invest inbiographies and autobiographies of such men. It is important torealizethatprominenceinAmericansocietyismediadriven.It isinterestingtonotethatthesamechallengesGoertzelandGoertzel(1962)encounteredinlocatingbiographiesofeminentindividualsmorethan40yearsagoremaintoday.TheGoertzelsreportedtheirfrustrationsinbeingunabletolocateadultbiographiesofsignificantAmericanssuchasNobelprizewinningstatesmanRalphBunche,yettheydiscoveredanabundanceofbiographiesonpopularcultureiconssuchas“BuffaloBill”Cody.Withthisinmind,werealizethattheaccomplishmentsofthe10subjectsinthisstudyhavebeencelebratedperhapsbecausetheirparticulartalentdomainsarehighlyvaluedinourculture.Muchcanbe learnedfromtheir lifestories;however,researchers,educators,andparentsmaydiscoversimilarsuccesssto-riesinmenlessprominentandwhentheydo,theycanalsocelebratethoselessons.

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Documents

An Examination of Paternal Influence on High-Achieving · PDF filecharacteristics that framed their parenting styles. Among those iden-tified were: a stress on discipline, religion,