Sociocultural factors that affect the identification and development of talent in children and adolescents

Abstract

Purpose The purpose of this paper is to inform readers about the nature of talent development prior to post-secondary education; describe the obstacles that individuals face because of poverty, racism or geography; and recommend asset-based approaches that can enable more individuals to be prepared to make significant contributions to society within their domain of talent. Design/methodology/approach The methodology used was to review research from the fields of education and psychology about talent in varied domains of sport, academics and the arts, as it relates to key components (domain pathways, opportunities and psychosocial skills) of the talent development megamodel proposed by Subotnik et al. (2011). Findings Findings include a delineation of the challenges that many nations face in cultivating talent among its young citizens particularly related to their socioeconomic status, race and ethnicity and geography. Findings include recommendations for new approaches to identification; a substantial increase in school and community-based, domain-specific opportunities; teacher training; and deliberate cultivation of psychosocial skills that can support achievement. Originality/value This paper emphasizes the importance of focusing efforts on talent development at earlier stages, which is critical to creating pathways for marginalized youths to maximize their potential and contributions to the workplace.

From “behind the bridge” to the presidency of the American Psychological Association: Lessons learned on an unplanned journey.

“…In 2011, two colleagues and I proposed the TDMM (Subotnik et al, 2011)-based on a synthesis of research on gifted education, expertise, and talent development-to explain outstanding contributions in adulthood across a range of domains. The TDMM has several principles (see Olszewski-Kubilius et al, 2023;Subotnik et al, 2021;Worrell et al, 2021), and I have listed five that are particularly pertinent to this article below:…”

“…In 2011, two colleagues and I proposed the TDMM (Subotnik et al, 2011)—based on a synthesis of research on gifted education, expertise, and talent development—to explain outstanding contributions in adulthood across a range of domains. The TDMM has several principles (see Olszewski-Kubilius et al, 2023; Subotnik et al, 2021; Worrell et al, 2021), and I have listed five that are particularly pertinent to this article below:Talent begins with potential, which develops into competence, and then expertise, and, in some rarer instances, eminence.The movement from potential to expertise is determined by appropriate educational and other opportunities, inside and outside of regular schooling.Opportunities must be provided to individuals and are particularly important to those with less cultural and social capital; and, importantly, opportunities will only be useful if they are taken advantage of.General ability is important, but domain-specific abilities (e.g., athleticism, musicality, mathematical cast of mind) and psychosocial constructs (e.g., hope, persistence in the face of failure, self-regulation) are also important for success.The journey from potential to expertise requires considerable effort and time.With these principles as a backdrop, I provide an overview of my journey from behind the bridge in Port-of-Spain to the APA presidency. I turn my attention to the context and family into which I was born.…”