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Across the nation, African-American and Latino males have experienced limited access to placement in gifted education programs. This paper aims to pinpoint and describe the factors that frequently influence access to gifted education programming among African-American and Latino males.

African-American and Latino males are persistently underrepresented in gifted education for reasons such as teachers’ narrow conceptions of giftedness, teachers’ bias in the nomination process and teachers’ inappropriate usage and interpretation of intelligence measures. When these students qualify for such services, they often experience feelings of isolation and loneliness due to scarce representation of other African-American and Latino male students. A review of extant literature was conducted to identify factors that influence access to gifted education programming among African-American and Latino males.

African-American and Latino males encounter roadblocks in being identified for gifted placement and many also experience implicit biases and stereotypical beliefs about their ability. The need for culturally competent professionals is critical to meet the academic and social-emotional needs of gifted African-American and Latino males.

Recommendations for school psychologists and school counselors are offered to support the needs of gifted African-American and Latino males, assist in increasing their identification and participation in gifted education, and promote academic success.

There is an urgent need for research on access and placement in gifted programming among African-American and Latino males. Moreover, the role of school psychologists and school counselors should be considered in facilitation of gifted identification and placement.

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.

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 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.

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.

Our understanding of leadership has undergone a significant shift in the early part of the 21st century. An emerging perspective, dubbed Eco-Leadership, suggests leadership is a collective process involving both leaders and followers co-creating leadership. Because our beliefs and attitudes toward leadership affect how we lead, it becomes crucial to better understand the views youth have towards leadership, as they develop into our future leaders, to improve curricula and instruction. In this study, no relationship was found between youth attitudes and beliefs towards systemic and hierarchical thinking with respect to their preferred problem-solving style. These findings indicate youth may adaptively or innovatively associate leadership equally through systemic and hierarchical thinking. Further, neither being more adaptive nor more innovative implies one to be better at leading.

This paper aims to challenge existing assumptions in talent management (TM) research, showcasing a misalignment between commonly held assumptions and the characteristics of the youth-intensive hospitality sector workforce.

Following a review of the TM literature, Piirto’s educational talent pyramid is adopted to conceptualize a recalibration. Drawing on multidisciplinary literatures (i.e. adolescent development, youth employment, positive psychology), and adopting a (talent) developmental approach, a reframing of prevalent TM discourses is enunciated based on the logic that the hospitality workforce is predominantly in a developmental state.

TM discourses are misaligned with the workforce composition of the hospitality industry, which is dominated by young, often unexperienced, workers. The need for dramatically recalibrated TM structures and underlying assumptions, centred around a greater attention to the “development” of talent and a more employee-focused and inclusive approach, can facilitate greater alignment between TM and hospitality.

This paper extends a body of work advocating for more inclusive TM and developmental postures. The contribution, via a hospitality industry context, has been to create linkages between talent- and youth-development discourses.

This paper outlines a number of implications, among which are a pathway forward for hospitality industry to rebuild its poor HRM image and conversion of “transient” hospitality jobs to career jobs (for youth).

This paper identifies youth as a distinct workforce entity and suggests that hospitality jobs represent a critical developmental context for young people, resulting in a series of critical implications for TM practice and theorizing.

The aim of this article is to explore the phenomenon of gifted migrants in vocational training and education. To date, migrant apprentices have been predominantly discussed from a deficit perspective. Special attention has been given to competence insufficiency and underperformance, as well as to migrant adolescents’ lack of professional and educational attainment. However, recent research points to a social group of migrants who are successful educational and professional achievers.

The article at hand discusses five theoretical models commonly applied to explain underachievement among migrant adolescents. It then examines these models’ explanatory power to predict migrants’ educational success. To conclude, the research parameters and theoretical framework of a Swiss longitudinal study designed on the basis of these findings is presented.

Educational research has increasingly focused on migrants, as well as on vocational education and training. However, what resulted from existing research is a predominantly unfavorable image of migrant apprentices that exclusively portrays them as so called “educational losers” of socio‐economically and culturally disadvantaged backgrounds. Based on theoretical explanatory models, a number of assumptions were extracted to show how educational success among migrants could be explained and whether resilience factors play a role in it. From the resilience perspective, professional success of migrant apprentices is likely to result from a stable, long‐term attachment figure or mentor who served as a role and identification model and was of significant importance in the adolescents’ workplace, for example as professional mentor. Furthermore, it is expected that educational facilities, in particular vocational training institutions, must have excelled in demanding high educational achievement, providing clear organizational and management structures, and high teaching quality as well as good instructor‐learner relationships.

As has been shown, educational research has increasingly focused on migrants, as well as on vocational education and training. However, what resulted from existing research is a predominantly unfavorable image of migrant apprentices that exclusively portrays them as so called “educational losers” of socio‐economically and culturally disadvantaged backgrounds. This implies that educational and professional success is not attainable for youths from disadvantaged families. On the other hand, successful migrant careers have been exemplarily portrayed; systematic research however is scarce and virtually non‐existent in German‐speaking academia. The lack of educational policy debate about successful migrants is probably a result of this research gap.

Education of the surgeon and development of surgical expertise have been debated for centuries. Today, research in surgical education applies terms and methods from other performance domains such as sport and music. However, there still seems to be a lack of consensus as to how talent may be brought into the discourse about surgical education. Especially, when it comes to identifying and developing trainees who in the future will perform better than the average surgeon.

This five-step scoping study aims to map existing literature about talent identification, talent development and development of expertise in the domains of surgery, sport and music in the period of 1985-2014.

A total of 242 studies, divided in the four domains of surgery (69 studies), sport (115 studies), music (34 studies) and cross-disciplinary studies (24 studies) published in the period 1985-2014 were included.

Informed by the performance domains of sports and music and their inclusion of a holistic, ecological approach to research, this study suggests that research in surgical education may benefit from broadening its view on talent by including psychosocial variables and environmental, demographic and structural influencers when considering how surgical talent may be identified and developed.

This paper aims to describe how the multidisciplinary studies in the special issue expand and enrich the framework of authentic talent development in sociocultural context.

The study presents a framework of authentic talent development in sociocultural context and identifies key themes from the seven interdisciplinary studies of the special issue to enrich and expand our understanding of sociocultural barriers to authentic talent development for individuals from low-income and minoritized communities, including women.

The studies included in the special issue illustrate several ways in which social identity ascription truncates the talent trajectory of individuals from low-income and minoritized groups. They also show how ascription processes can be mitigated through policy, reformed organizational structure and practice and growth fostering relationships.

The findings of this paper have implications for developing strategies to mitigate social identity ascription in talent development in the domains of public policy, schooling and the workplace.

The special issue brings together contributions from multiple disciplines to holistically understand the nature of social identity ascription in talent development across the life course. Collectively, the contributions identify a number of complimentary tools at several levels that might allow effective mitigation of social identity ascription processes, facilitating authentic talent development for individuals from low-income and minoritized communities.

The purpose of this paper is to examine the mediating role of systems adaptability in the relationship between emotional intelligence and talent management in tertiary institutions in Uganda.

To achieve the study purpose, the authors used responses from 91 tertiary institutions following a cross-sectional survey design. Partial least structural equation modelling (PLS-SEM) was used to analyse the data and done at an institutional level.

The results reveal that systems adaptability plays a full mediating role in the relationship between emotional intelligence and talent management in tertiary institutions as it accounts for 96.68% variance.

Managing talented employees is not a snapshot process, yet the authors used a cross-sectional design. This paper is limited in this regard. Also, talent management in this paper is only explained by emotional intelligence and systems adaptability.

Talent management is explained by emotional intelligence and systems adaptability, which are metaphors of emotional intelligence and complex adaptive system theories. The authors also add to theory by establishing a fully mediating role of systems adaptability between emotional intelligence and talent management.

This paper establishes the mediating role of systems adaptability in the relationship between emotional intelligence and talent management in tertiary institutions.

This qualitative case study explores how one secondary world history teacher, teaching in a high-stakes testing context in a district pushing teachers to utilize differentiated instruction, makes sense of this pedagogical approach. We examine teacher sense-making within a conceptual framework of policy realization and ambitious teaching and learning. The teacher made no claims to being an expert on differentiation; yet, the findings indicated that she did possess an understanding of differentiation congruent with the literature and, whether she recognized it or not, used many strategies suggested by Tomlinson and other experts on differentiation. Her thinking about differentiation also appeared to be shaped by relational and contextual issues. Stated differently, the Virginia Standards of Learning exams and the pressure from administration for high pass rates appeared to shape how the teacher thought about her students, her content, her instruction and, ultimately, her approach to differentiation.

This paper aims to investigate elementary students’ writing experiences using a digital writing application and compares the results to the findings and recommendations of a national survey on instructional practices in writing.

Mixed methods were used to assess the quantity and quality of P-5 public school students’ writing over time. Teacher, librarian and student perceptions and experiences were examined and compared to the results and recommendations from a national survey on writing.

This paper provides empirical insights into the use of a digital writing application in writing instruction. Findings showed the use of a digital writing application: significantly increased the quantity and improved the quality of student writing; excited and motivated students to write; extended the learning day so more time was spent on writing; and supported students of special populations. Comparison to the recommendations of the national survey showed five of seven recommendations were not met in this study.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct further investigations.

The paper includes implications for writing instruction using digital applications for teachers, librarians and educators in pre-service teacher and school librarian preparation programs.

Considering limited growth in national writing scores and the transition to online writing assessments by 2019, this paper addresses the need to integrate technology into writing instruction and offers practical strategies for doing so.