3.2.8 Productive Giftedness of Eminent African American Writers: Maya Angelou and Langston Hughes

Many of the writings of notable African Americans are often cited within inspirational and motivational speeches in American culture, namely works by Maya Angelou and Langston Hughes. Although their extraordinary works are celebrated and well-received, very little is known about their life experiences and their “productive giftedness” (defined as excellence, mastery, or expertise). Early in their lives, they displayed academic exceptionalism and tremendous determination. Their skill and resolve are evidenced through their numerous productive outcomes recognized through literary works, awards, accomplishments, and recognition. The purpose of this presentation is to discuss the individual, instructional and environmental factors that support success. The Productive Giftedness Model (PGM) provided a theoretical lens to examine 10 key factors: Individual Aptitude (ability, motivation, development), School/Instruction (quality of instruction, quantity of instruction, learning climate) and Environmental Factors (home, peers, mentors, extracurricular time) (Paik, 2013; 2015). The success of each writer was measured by their “productive outcomes” (e.g., achievements, recognition and accomplishments). PGM also considers diversity and is generalizable across all demographics; contextual factors (e.g., socioeconomic, cultural and racial factors) played a role in the writers’ lives and careers (Paik, 2013; 2015; Walberg,1984). Biographical case study methods were used to conduct this study. Biographical research allows for a close investigation of the “lived experiences” of the individual, not readily obtained through other methods (Creswell, 2013; Cridel, 2016; Roberts, 2002). Biographical methods often focus on social, personal and other lived experiences, allowing for in-depth studies on both Angelou and Hughes. Memoirs, biographies, autobiographies, online resources and other books and materials were used to gather information. Content analysis was used to ascertain themes and codes for each writer. Findings show both writers had early ability and motivation; they loved reading and writing from a young age. They also had key mentors, teachers, and grandmothers who invested in their lives. Despite class differences, they both experienced racism and discrimination in their schooling experiences and careers. Their talent development and success were based on multiple factors over time. The results from this study provide a deeper understanding of the conditions needed to nurture productive giftedness in writers. More importantly, implications will be discussed on how to nurture the talent development of aspiring writers of color.

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