Exploring the perspectives of Asian American parents on their musically talented children in instrumental education

Abstract

This qualitative study employed Gagné Integrative Model of Talent Development as a conceptual framework to explore the perspectives of nine Asian American parents on their musically talented children in Western classical music culture in the United States. Musically talented children, defined by [Gagné, François, and Gary E. McPherson. 2016, September. “Analyzing Musical Prodigiousness Using Gagné’s Integrative Model of Talent Development.” In Oxford University Press EBooks, 3–114. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199685851.003.0001], as individuals who rank within the top 10% of their age peers. This distinction is made to differentiate talent from giftedness, which pertains to exceptional natural abilities or aptitudes. The analysis yielded five macro themes: (1) children's innate abilities and importance of hard work; (2) parental sacrifice and investment; (3) benefits and challenges; (4) influence from Asian culture; and (5) future expectations. This study offers deeper insights into the complex interplay between children's individual abilities and parental investment, which can be influenced by cultural identity and work ethics, especially in Asian American communities. The findings illuminate the intricate process of nurturing gifted and talented young children from a parental perspective and provide implications for how parents can support their children’s talent development.

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