What Goes into High Educational and Occupational Achievement? Education, Brains, Hard Work, Networks, and Other Factors

Autor/inn/en	Wai, Jonathan; Rindermann, Heiner
Titel	What Goes into High Educational and Occupational Achievement? Education, Brains, Hard Work, Networks, and Other Factors
Quelle	In: High Ability Studies, 28 (2017) 1, S.127-145 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
DOI	10.1080/13598139.2017.1302874
Schlagwörter	High Achievement; Educational Background; Social Networks; Talent; Innovation; Administrators; Judges; Public Officials; Journalism; Business; Money Management; Selective Admission; Educational Policy; Institutional Characteristics; Higher Education; Disproportionate Representation; Low Income; Disadvantaged; Leadership; Correlation + Suchen Sie Ihr Suchwort? Vorbildung; Social network; Soziales Netzwerk; Begabung; Hochbegabung; Judge; Richter; Journalistik; Journalismus; Business studies; Wirtschaft; Betriebswirtschaft; Bildungsselektion; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Niedriglohn; Führung; Führungsposition; Korrelation
Abstract	There are many factors that go into high educational and occupational achievement, including hard work, motivation, and luck. But how important is talent? Specifically, how likely were global innovators and leaders intellectually talented or gifted when younger? This paper reviews retrospective data on multiple US samples (Total N = 11,745), including Chief Executive Officers, federal judges, politicians, multi-millionaires and billionaires, business leaders, elite journalists, and the "most globally powerful men and women", examining to what extent these groups were in the top 1% in general intellectual talent in youth, also examining their educational backgrounds. About 50% of these leaders were in the top 1% of our indicator of ability, so overrepresented by a factor of about 50. Elite education, and especially the impact of Harvard, was notable, suggesting that in addition to talent, elite education and networks were important. These data suggest that various occupations may draw from different levels of intellectual giftedness. Based on this data and a synthesis of prior literature, concrete policy recommendations for gifted education are provided. We recommend a policy focus on talented low income and disadvantaged students, who are greatly underrepresented among these leaders of US society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01