Susan J. Paik

Conceptions of Giftedness: Making Giftedness Productive

What may best distinguish our approach from that of others is its emphasis on accomplishment in the case of children and youth, and eminence in the case of adults. For us, accomplishment rather than potential is the best indication of giftedness. Giftedness is only one of several factors that may affect how much a person attains over the course of childhood, youth, or a lifetime. For example, without large amounts of intensive practice, parental support, and expert instruction, giftedness rarely comes to full fruition. Though fundamentally psychological and educational, our approach is derivative of the “new economics” that broadly applies well-established economic principles to explain human behavior outside its traditional monetary purview, including learning, human and social capital, marriage, divorce, crime, addictions, suicide, and other phenomena (Becker, 1976). This economic approach employs only a few central ideas to parsimoniously explain and predict a wide variety of human behavior. Provocative and productive, new applications of economics echo the original Greek meaning of the term – the management of household affairs. Though founded in agreed-on theory, the economic principles accord well with common sense and have many practical applications. For example, dealing with scarcity – not just of money, but of time, energy, and attention – is a classic problem not only of economics but of human life. Economists also influence policy makers because they explicitly quantify the benefits, costs, and risks that should weigh heavily in rational decision making. Can economic ideas help us think more clearly about making giftedness fruitful or, in the language of economics, “productive”? The “opportunity costs” of notable accomplishment or eminence in violin playing preclude top ballet performance and world-class chess. To reach a field’s pinnacle may require a decade of a child or youth’s intense concentration and, as a consequence, the sacrifice of other valuable pursuits. The highest accomplishments require not only such “foregone opportunities,” but also

A Historical Analysis of Southeast Asian Refugee Communities: Post-war Acculturation and Education in the U.S.

This analysis considers the circumstances of Southeast Asian refugee immigration following the Vietnam War as well as the political and social environment in the U.S. upon their arrival, in order to examine the historical factors that link to their subsequent educational trends. Receptive government policies enabled these communities to survive; however, with the exception of first-wave Vietnamese refugees, their limited job skills, English language knowledge, and education upon arrival were exacerbated by overall prejudiced societal reception and the lack of an existing co-ethnic community to buffer their entry into U.S. society. All groups have generally experienced low academic achievement except in the case of Vietnamese Americans, for whom a notable contingent demonstrates higher attainment. Implications for subsequent generations, and for research and practice, are discussed.

Learning about the Lives and Early Experiences of Notable Asian American Women: Productive Giftedness, Childhood Traits, and Supportive Conditions.

Despite one-dimensional stereotypes and barriers experienced by Asian American women, many have achieved prominence. We know very little about these stories, their lives, or what helped them to achieve beyond expectations. Based on the Productive Giftedness Model, the article identifies the common traits and supportive conditions that influence their success. To help illustrate these experiences, the article highlights the lives of 10 notable Asian American women across diverse professions. These women displayed “productive giftedness” as girls; they were accomplished, determined, and skillful early on, which led to excellence, awards, and leadership opportunities. Many also had supportive conditions including the investment of one or more adults. Parents, teachers, and mentors can further enhance these opportunities for Asian American girls. These general principles can be learned and applied to other groups as well. Supporting individual, instructional, and environmental factors can influence learning and achievement for girls in the early and school years.