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Purpose The purpose of this study is to discuss the significance of “contextual factors” on the talent development of underserved populations. Understanding the “context” and background of an individual provides greater insight into their life experiences (Paik, 2013). Race, class and gender, in particular, play a role in one’s life, providing both barriers and opportunities. Design/methodology/approach To examine contextual and other factors, in-depth biographical case studies were systematically studied across 10 diverse notable artists and scientists. Over 85 autobiographies, biographies and other sources were carefully content-analyzed for commonalities and differences in artists’ and scientists’ lives. Findings Because of their ascribed statuses (e.g. race, class, gender), these individuals had to navigate their unique school and life circumstances. Within their sociocultural contexts, however, key relationships (e.g. parents, teachers, mentors and peers) helped mitigate the challenges. All artists and scientists had a “village” – key stakeholders who invested in them at every stage of their talent development. Practical implications Parents, teachers, mentors and peers are not only critical, but they are lifelines for talent development. Key implications discuss the role of contextual factors and support networks for aspiring diverse artists and scientists. Originality/value The theoretical framework for this study is based on the productive giftedness model (PGM) (Paik, 2013, 2015). PGM includes 10 key psychosocial and environmental factors and how they influence “productive giftedness” (e.g. achievements, accomplishments, leadership). Within the model, both “alterable” and “contextual factors” provide access to different opportunities, support and resources. The model is considered generalizable and applicable for diverse populations.

African American female professors hold prominent, influential roles inside and outside university settings. In universities, professors are impactful mentors and role models influencing students' academic dispositions and outcomes (Zinn & Walker, 2018; Hine & Thompson, 1998). In communities, they provide meaningful scholarship that influences academic, workplace, and extracurricular equity and advancement opportunities (Njoku & Patton, 2017; Evans, 2016; Cooper, 2006). The current study investigates the individual aptitude, school/instruction, and environmental factors influencing African American females' life-span academic talent development. A mixed-method research approach, including a structured interview protocol and online survey, is used to investigate study participants' early to professional year development. Findings showed that tenure and tenure-track professors result from the various opportunities, supports, and resources aiding their academic talent development. Additionally, findings showed the essential role family members/caregivers, mentors, quality schools, and instruction play in developing their academic talent. Therefore, parents/caregivers, educators, and policymakers should provide equitable early access to conducive learning environments emphasizing academic talent development across individuals’ early academic, college, and professional years.