Let Students Thrive: Mentorship’s Role in Talent Development Across Diverse Cultural Contexts

• In Event: Teacher accountability, mentorship, and curriculum case studies

Proposal

Objectives
The cultivation of talent among individuals is a multifaceted process influenced by various factors, including educational culture, motivation, mentorship, parental expectations, and the educational environments in which students are nurtured. While talent development has predominantly been studied in North America, each country within this region exhibits both common characteristics and unique developmental trajectories. Investigating the impact of each country's educational environment, mentorship, and cultural factors on students is a meaningful endeavor. Thus, this research aims to comprehensively examine the intricate dynamics of students' talent development across diverse cultural backgrounds, with a particular focus on the influences of parental expectations, motivation, mentorship, education systems, and educational institutions. It seeks to delve into how these factors interact within different cultural contexts to shape students' pathways and decision-making processes related to their passion, talent, and strengths. Ultimately, the research endeavors to provide practical recommendations and evidence-based strategies for educators, policymakers, and parents in culturally diverse educational settings, thus promoting inclusivity and equity in talent cultivation endeavors. Specifically, the research aims to address the following questions: 1)How do parental expectations influence students' talent development across different cultural contexts?, 2)In what ways does motivation affect the trajectory of talent development in diverse educational environments, 3)What role does mentorship play in nurturing student talent, and how does this vary between cultures?, 4)How do education systems and institutions contribute to talent development, and what are the distinctive features observed in different cultural settings? 5) How do these factors collectively shape students' decisions regarding their passions, talents, and strengths?

Theoretical Framework
[Cultural Influence on Achievement Motivation, Cultural Norms, and Collective Expectations]
In examining the dynamics of achievement motivation, it is imperative to consider cultural norms as a foundational framework. Cultural norms profoundly shape people's motivation toward achievement and manifest differently across cultures. Some cultures emphasize individualistic pursuits of success, while others prioritize collective endeavors and communal achievements. Gardner's theory (Gardner, 1983) emphasizes the diversity of intelligence beyond traditional measures, highlighting the importance of recognizing and nurturing varied talents within cultural contexts. Csikszentmihalyi’s Flow Theory delineates the conditions necessary for optimal performance and skill development, emphasizing how cultural norms shape each person's engagement in challenging tasks. Attribution Theory explains how individuals attribute success and failure to internal or external factors, with cultural determinants significantly influencing these attributions. Furthermore, the Self-Determination Theory emphasizes the role of cultural environments in fostering or constraining people's autonomy, competence, and intrinsic motivation. Importantly, in addition to cultural norms, socioeconomic factors are crucial in understanding talent development. In higher education, a significant disparity exists, with low-income students often lacking the necessary resources to nurture their strengths, interests, and talents (Plucker & Peters, 2020). Cultural norms within a society deeply influence how individuals pursue success, achievement, and competition. Some cultures emphasize individual accomplishments and a competitive spirit, while others prioritize collective success and teamwork (Hofstede, 1980).

[Importance of mentors: Who/what will be mentors and the role of mentors: Teachers, Professors, friends, Place and New Media]
The interview results indicate that the mentors identified as having a significant impact on the development of students’ strengths and talents, as well as influencing critical decisions during their K-12 and university experiences, are primarily teachers of specific subjects or classes, along with parents. Additionally, peers who share similar interests and passions are also recognized in this category. More importantly, the roles and attributes of these mentors can be categorized as follows: 1) Counselor and comforter, 2) Supporter, and 3) Advocate. In addition, the place where you were born and grew up matters: In-depth interviews with students revealed that the regional and cultural characteristics of their upbringing environments had a significant impact. These characteristics encompass various factors such as country, region, neighborhood, school, and religious institutions.

Methods/Data Collection/Participants
This study employs a descriptive qualitative study methodology, utilizing in-depth individual interviews conducted remotely via Zoom. The choice of qualitative inquiry allows for a nuanced exploration of participants' experiences and perspectives. It consists of four students in each country: four American and eight Asian American students.

Data Analysis
Thematic analysis will be employed to identify patterns, themes, and insights derived from the interview data. This iterative process involves coding, categorizing, and interpreting the qualitative data to extract meaningful findings. Most importantly, the group decision-making process is crucial for investigating. I prioritized codes that were most essential for addressing our research objectives and questions, subsequently forming coherent categories. In certain instances, we merged codes—for example, motivation and the influence of K-12 teachers—when their interplay provided deeper insights into our findings. The primary themes were subsequently reconfirmed and validated using Atlas.ti software.

Findings
1. Confidence, skills, and positive experiences affected students' decisions to keep their interests and talents (See Table 2),
2. The Role of Parental Influence and Freedom of Choice in Talent Development: Are Parents Effective Mentors, or Do They Create Pressure or Motivation, Emotional Support and Freedom?
3. K-12 teachers encouraging in Classroom Climate and Atmospheres vs. inhibiting person
4. Standardized curriculums VS Personal Interest/Talent
The importance of reform Standardize Curriculum and Curricular Materials for talent development
5. Financial Situation; Resources and Opportunities

Scholarly Significance
[Professional Development for Mentorship in K-12 Curriculum: Challenges and Hope for Enhancing Teaching Practices and Supporting Diverse Learners' Identities]
This study highlights the pivotal role of mentorship alongside personalized curricula and robust teacher-student relationships in enhancing student decision-making and talent development. Furthermore, it emphasizes the significance of out-of-school opportunities and parental emotional and financial support in cultivating students' interests and aspirations. Future research should investigate the intricate interactions among these factors to inform and improve educational practices for diverse student populations.
In conclusion, teachers must strive to connect each student with their unique talents, strengths, culture, and identity while ensuring that instruction remains relevant to their interests in real-world contexts. Despite educators' knowledge of talents and student interests, applying theory to effective practice remains challenging. Educators are crucial in providing opportunities for students to make informed choices and shape their identities.

Author

• Emma Cho, University of Washington- Seattle