Understanding the talent development of notable artists and scientists of color and women: why contextual factors matter

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.

Wine sensory experience in hospitality education: a systematic review

“…While students are primary stakeholders in their own education (Abbas, 2020;Abbas and Sagsan, 2020), less than 20% of the studies in our review focused on or included students as participants. As the individuals primarily responsible for carrying out the work of educating students, instructors are also key stakeholders (Paik et al, 2022); nevertheless, the instructor perspective was almost entirely absent. Therefore, both student-and instructor-focused studies involving appropriate and specific wine sensory experience pedagogies would offer valuable insights into the efficacy of classroom teaching methods.…”

“…While students are primary stakeholders in their own education (Abbas, 2020; Abbas and Sagsan, 2020), less than 20% of the studies in our review focused on or included students as participants. As the individuals primarily responsible for carrying out the work of educating students, instructors are also key stakeholders (Paik et al. , 2022); nevertheless, the instructor perspective was almost entirely absent.…”