Gifted and talented students who have high potential in diverse areas of human productivity sometimes possess one or more disabilities, a status known as twice-exceptional (Foley-Nicpon, Allmon, Sieck, & Stinson, 2010). Twiceexceptional students are oftentimes difficult to identify. They may fail to demonstrate either their high abilities or their disabilities in the school system-their gifts may mask their difficulties, or vice versa (Reis, Baum, & Burke, 2014). To respond to the complex needs of twice-exceptional students, researchers have suggested that education systems offer comprehensive assessments and services, implement accommodations through individual education plans (IEPs) or 504 Plans, and establish supportive and nurturing environments for twice-exceptional learners (Foley-Nicpon, Assouline, & Colangelo, 2013; Reis et al., 2014). A comprehensive support system for twice-exceptional children should consider influences from interlocking environmental contexts: the chronosystem (environmental events and transitions), macrosystem (cultural context), and microsystem (family, school, neighborhood, etc.), as well as the links and interconnections between these systems (Kail & Cavanaugh, 2015). This systems-level approach, grounded in Bronfenbrenner's (1977) ecological system theory, has been applied to multiple contexts in addition to twice-exceptionality. For instance, the ecology of parenting model (Kotchick & Forehand, 2002) posits that parents constantly shape their parenting practices within their sociocultural contexts, including race, ethnicity, social class, and community, and culturally determined expectations may influence an individual's parenting behavior (Kotchick & Forehand, 2002). Recently, Mistry et al. (2016) proposed an ecological framework portraying Asian American child development that highlights salient contextual features, such as family immigration and social stratification. In light of these specific applications of the ecological model, we examined proximal and distal influences relevant to twice-exceptional children from Asian American families. We sought to examine parents' roles in their children's learning and development, and how parental meaning-making may interact with their broader familial and sociocultural contexts. Therefore, the primary purpose of the present study was to explore the lived experiences of Asian American parents of twice-exceptional children. This study is the first to consider Asian American cultural and contextual 758442G CQXXX10.
