Paper presented at the AARE Conference, Hobart, November 26-30, 1995. Parental Influences on Students' Perceptions of Talent in Relation to High School Mathematics: Effects on Mathematics Participation Helen M. G. Watt University of Sydney Boys' and girls' current perceptions of talent in relation to high school mathematics were tested for the effects of students' reported closeness of relationship with parent, reported parental knowledge about their performance, view of their child's talent as well as control and autonomy support, over the influence of prior mathematical performance and perception of talent. The study was conducted over a two-year period, with participants initially Advanced and Intermediate Year 10 students (N=113) from two coeducational Government schools in an upper-middle class metropolitan area of Sydney. Multiple regression analyses revealed different patterns of relations for boys and girls with their mothers and fathers. There was considerable similarity between mothers' patterns of influence for sons and daughters, with direct influences on students' perceptions of talent being warmth of relationship, mother's perception of child's talent, and child's previous perception of talent. There was little similarity, however, between fathers' patterns of influence for sons and daughters. With both sons and daughters, the only influence on student perception of talent additional to the child's previous perception of talent, was reported father perception of child's talent, although there were quite different indirect effects for boys and girls. Results are discussed in terms of the Identification and Information-Processing approaches for each of the four groups, and subsequent influences on mathematics participation tested. Over the past few decades, there has been increasing recognition of the gender imbalance in participation in mathematical and technical fields. Two main perspectives have informed this imbalance: the first based on a concern for each individual to develop his or her talents in mathematics, the second based on a concern for national technological development. Both proponents, however, agree this is a robust phenomenon. Recent studies have both identified (Eccles & Jacobs, 1986) and found (Watt & Bornholt, 1994) that one's perception of ability in mathematics is an important predictor of plans for participation in Higher School Certificate (HSC) mathematics, and hence planned participation in mathematics-related careers. Consequently it is important to investigate students' perceptions of mathematical talent and influential formative factors. Parental Influences on Child Perceptions Research into the impact of parent influences on children has moved