Contexts for Aspiration Development and Self-Fulfillment

International Comparisons

Bibliographic Data

ID15413639
AuthorsDon Ambrose (0000-0003-0045-9148, corresponding author)
Year2005
Volume20
Issue2
Pages60-69
Publication date2005-12-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueGifted and Talented International (JOURNAL)
Journal identifiersISSN: 1533-2276 • E-ISSN: 2470-9565
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15332276.2005.11673454
OpenAlexW2563369340
LanguageEN
Citations received1
References cited52

Poverty strongly suppresses the development of an individual’s aspirations, capacities and self-fulfillment. International comparisons of socioeconomic development and policy implications in diverse nations reveal extreme disparities among nations as contexts for child development. These contexts range from affluent to destitute and from egalitarian to highly stratified. An aspiration-development model serves as a lens for analysis of these diverse national contexts and their suppressive or supportive effects on the aspirations, talent development, and self-fulfillment of deprived and affluent children. Evolving trends in these large-scale contexts indicate the likelihood of even more severe aspirational suppression in the near future. Implications for education of the gifted and talented include the need to combat insular dogmatism. Educators of the gifted also must strike a fine balance between the development of individual creativity and the encouragement of relational altruism

Altruism (biology · Creativity · Economic growth · Economics · Poverty · Prosocial behavior · Scale (ratio · Socioeconomic status · Sociology · Early Childhood Education and Development · Education, Achievement, and Giftedness · Parental Involvement in Education · Psychology · Social Psychology

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