Socioeconomic Stratification and Its Influences on Talent Development: Some Interdisciplinary Perspectives

Abstract

A B S T R AC TThere is growing concern in our field about the plight of high-potential children who suffer from socioeconomlic deprivation. Efforts to find and serve these children require in-depth understanding of socioeconomic contexts that shape and subvert talent development. Ix) this analysis, socioeconomic barriers to talent development are explored from the vantage points of Major thinkers and recent research findings in context-sensitive disciplines such as economics, sociology, and ethical philosophy. Insights drawn fron these perspectives provide the basis for recommendations that educators of the gifted clarify conceptions of nerit and ability; look for hidden socioeconomic influences on aspirations, motivation, and talent development; and engage in critical activisin for deprived high-potential children.

Observation and analysis of three gifted underachievers in an underserved, urban high school setting

“…By examining what motivates students, especially those from disadvantaged backgrounds, we may be able to re-ignite the passion required to reverse underachievement, particularly in high-ability students (Ambrose, 2002). However, student perspectives also shed light into the possible aspects of an effective mediator for gifted underachievers.…”

“…As a result of the complexity inherent with gifted underachievement, many of these students do not receive the support they need in order to reach their full potential (Reis and McCoach, 2000; Schultz, 2002b; Seeley, 2004; Wellisch and Brown, 2012). This problem is exacerbated even more when factors of race and socioeconomic status are considered (Ambrose, 2002; Bonner et al, 2009; Bonner, 2000; Ford et al, 2008; Ford and Harmon, 2001; Ford et al, 2000; Gallagher, 2000; Hebert, 2001; Neihart, 2006). Moreover, as illustrated in Carl Rogers’ quote, underachieving gifted students face difficulty navigating toward their full potential unless they are willing to accept that their potential and performance are discrepant and are also willing to play an active role in the change process.…”

Authentic Leadership and Talent Development: Fulfilling Individual Potential in Sociocultural Context

“…Lack of access to what Reinert (2011) called basic goods such as food, housing, health care, and safety make meeting these needs primary, relegating higher order needs to secondary status. Economic disparities disproportionately deny racial and ethnic minorities, putting children from these families at a foundational disadvantage (Ambrose, 2002; Paris et al, 2010). Residential segregation, correlated with socioeconomic status, negatively affects the resources available to local schools and, hence, the variety and quality of academic and extracurricular offerings (Paris et al, 2010).…”

Estudo comparativo sobre superdotação com famílias em situação socioeconômica desfavorecida

“…Uma das limitações dos estudos realizados na área está relacionada com a seleção da amostra, em sua maioria de membros de famílias de classe social média-alta ou com alto nível de escolaridade (BAUM; OLENCHAK; OWEN, 1998; BORLAND; SCHNUR; WRIGHT, 2000; LEROUX; LEVITT- PEARLMAN, 2000;MASTEN et al, 1999;MOON et al., 2001;PARDO;FERNÁNDEZ, 2002). De acordo com Ambrose (2002Ambrose ( , 2006 e Ford (2002), a desigualdade socioeconômica é uma séria barreira para o desenvolvimento das aspirações, talentos e a autorrealização porque essa é permeada por questões ideológicas e políticas que trabalham no sentido de manter o status quo. Sendo assim, as habilidades superiores e o talento de alunos das camadas mais pobres da população ou de certos grupos étnicos tornam-se invisíveis não somente para educadores como para a formulação de políticas e programas de acesso a oportunidades de desenvolvimento do potencial.…”