3.2.8 Productive Giftedness of Eminent African American Writers: Maya Angelou and Langston Hughes
The works of notable African American writers are often spotlighted in American culture. However, little is known about the factors that contributed to their success. Based on the Productive Giftedness Model (PGM), this study reveals key individual, instructional and environmental factors, leading to the eminence of two writers. PGM discusses key factors such as mentoring, teachers, parents, peers, motivation, and other supportive conditions that sustained each writers’ productive giftedness (defined as excellence or mastery). Socioeconomic, historical, and cultural factors are also contextualized within the model. In-depth biographical case study methods were employed to understand and present a comprehensive lifespan approach.
Author(s):
Kenya Marshall-Harper
krm8614@lausd.net
Claremont Graduate University
United States
Kenya R. Marshall-Harper is a PhD candidate in education at Claremont Graduate University. Her research interests include K-12 education, early preparation of gifted and talented students, and underserved populations. As a secondary English and English Language teacher, she has worked with diverse students for over 14 years. She has received national and international awards including the Tae Han Kim Award and the Chancellor’s Doctoral Incentive Award for high achievement. She has presented on numerous conferences on the talent development of notable individuals including successful women of color. Her dissertation focuses on the talent development and productivity of African-American female faculty.
Susan Paik
Susan.paik@cgu.edu
Claremont Graduate University
United States
Susan J. Paik, Ph.D. is an Associate Professor in the School of Education at Claremont Graduate University. Her research interests include educational productivity, productive giftedness, and talent and leader development. Dr. Paik has presented her work nationally and internationally in over 150 professional venues. She has received several awards, grants, and fellowships including the Early Outreach Award for her dedication to underserved students. She is the editor or author of Advancing Educational Productivity (2005), Educational Productivity in South Korea and the U.S. (2002), Narrowing the Achievement Gap (2007), High-Achieving Latino Students (forthcoming), and Nurturing Productive Giftedness (forthcoming).