Understanding the Talent Development of Notable Artists and Scientists of Color and Women: Why Contextual Factors Matter

Autor/inn/en	Paik, Susan J.; Kunisaki, Lindsey T.; Tran, Vinh Q.; Marshall-Harper, Kenya R.
Titel	Understanding the Talent Development of Notable Artists and Scientists of Color and Women: Why Contextual Factors Matter
Quelle	In: European Journal of Training and Development, 47 (2023) 3-4, S.301-326 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-9012
DOI	10.1108/EJTD-07-2021-0100
Schlagwörter	Context Effect; Scientists; Artists; Talent Development; Minority Groups; Females; Racism; Gender Bias; Social Bias; Interpersonal Relationship; Social Support Groups; Affordances; Parent Role; Teacher Role; Mentors; Peer Influence + Suchen Sie Ihr Suchwort? Scientist; Wissenschaftler; Artiste; Artist; Künstler; Künstlerin; Begabtenförderung; Talentförderung; Ethnische Minderheit; Weibliches Geschlecht; Rassismus; Geschlechterstereotyp; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Social support; Soziale Unterstützung; Parental role; Elternrolle; Lehrerrolle
Abstract	Purpose: The purpose of this study is to discuss the significance of "contextual factors" on the talent development of underserved populations. Understanding the "context" and background of an individual provides greater insight into their life experiences (Paik, 2013). Race, class and gender, in particular, play a role in one's life, providing both barriers and opportunities. Design/methodology/approach: To examine contextual and other factors, in-depth biographical case studies were systematically studied across 10 diverse notable artists and scientists. Over 85 autobiographies, biographies and other sources were carefully content-analyzed for commonalities and differences in artists' and scientists' lives. Findings: Because of their ascribed statuses (e.g. race, class, gender), these individuals had to navigate their unique school and life circumstances. Within their sociocultural contexts, however, key relationships (e.g. parents, teachers, mentors and peers) helped mitigate the challenges. All artists and scientists had a "village" -- key stakeholders who invested in them at every stage of their talent development. Practical implications: Parents, teachers, mentors and peers are not only critical, but they are lifelines for talent development. Key implications discuss the role of contextual factors and support networks for aspiring diverse artists and scientists. Originality/value: The theoretical framework for this study is based on the productive giftedness model (PGM) (Paik, 2013, 2015). PGM includes 10 key psychosocial and environmental factors and how they influence "productive giftedness" (e.g. achievements, accomplishments, leadership). Within the model, both "alterable" and "contextual factors" provide access to different opportunities, support and resources. The model is considered generalizable and applicable for diverse populations. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01