Differences in Gender and Ethnicity as Measured by Ratings of Three Writing Tasks (original) (raw)
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Self-reported differences in creativity by ethnicity and gender
Applied Cognitive Psychology, 2006
Creativity assessment has been proposed as a supplement to intellectual testing, in part because of reduced differences by ethnicity; creativity testing might also specifically help reduce stereotype threat. Recent trends in creativity research point to a domain-specific view challenging the more traditional generalist view. With these trends in mind, the current study assessed creative self-perceptions of 3553 students and community members in 56 different possible domains distributed across five factors (as determined by principal components analysis). African Americans were less likely to fall prone to gender stereotypes in creativity. In addition, African Americans and Native Americans tended to rate themselves as more creative than other ethnicities. Specific trends in the factors and implications for future research are discussed.
Gifted and Talented International , 2016
The purpose of this study was to examine students’ creativity when writing open-ended stories—across ethnicity, gender, and grades. Participants were 139 students, including 67 males and 72 females, from urban and rural areas of the southwestern United States. The students were in third, fourth, and fifth grades and included three ethnicities: White, Mexican American, and Navajo. Written stories were selected from the Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) project’s archives. Creative products were scored by using the Consensual Assessment Technique (CAT) by five experts. No significant differences were found between boys and girls; also, no significant differences were found across the three grade levels. The differences among the three ethnic groups were significant: the White students were more creative. Future researchers should focus on implementing comprehensive teaching methods to meet all students’ needs (e.g., the DISCOVER project). Teachers who work at schools with minority students should establish an early childhood program for teaching English as a Second Language (ESL) to help young students use the language and adapt to the culture.
Journal of Education and Practice, 2012
The study was designed to examine the relationship between Teacher's rating of creativity and WISC-R performance of Grade V children. The sample consisted of 40 subjects between 8 to 10 years of age, 20 each from boys and girls. The subjects were randomly selected from five different schools. The subjects were categorized into six groups of boys and girls as high, moderate, and low in IQ. The means and Standard Deviations for all the six groups of subjects revealed that creative potential is directly related to the IQ of the subjects. Creativity is prominently observed among the children of high IQ than among moderate and low IQ children. Boys tended to show more creative potential than girls. High IQ boys and girls respectively show 0.81 and 0.55 correlation coefficient with their creativity score. Those correlations for moderate IQ children are 0.57 and 0.38, while that of low IQ children are 0.26 and 0.24 respectively for boys and girls. Hence, they are rated as higher in creativity than girls. The present study highlights a smooth positive relationship between creativity and intelligence.
The Relationship Between Diverse Components of Intelligence and Creativity
Intelligence and creativity are accounted for in terms of two different mental operations referred to as 'convergent thinking' and 'divergent thinking', respectively. Nevertheless, psychometric evidence on the relationship between intelligence and creativity has been controversial. To clarify their relationship, we characterized the relationship between diverse components of intelligence and creativity through the administration of psychometric tests on a large sample (WAIS, RPM, and TTCT-figural: n = 215; TTCT-verbal: n = 137). The general intelligence factor (g) score showed significant correlations with both TTCT-figural and TTCT-verbal scores. However, sub-dimensional analysis demonstrated that their association was attributable to the specific components of both TTCTs (TTCT-figural: Abstractness of Titles, Elaboration, and Resistance to Premature Closure; TTCT-verbal: Flexibility) rather than to their common components (Fluency and Originality). Among the intelligence sub-dimensions, crystallized intelligence (gC) played a pivotal role in the association between g and the specific components of both TTCTs. When the total sample was divided into two IQ groups, these phenomena were more evident in the average IQ group than in the high IQ group. These results suggest that the mental operation of creativity may be different from that of intelligence, but gC may be used as a resource for the mental operation of creativity.
Creativity Stereotypes and the Consensual Assessment Technique
Creativity Research Journal, 2010
In creativity, there is scant evidence of significant racial and gender differences, and when such differences are found, there is no consistency regarding which groups perform best. There has been little work focusing on racial and gender biases and=or stereotypes within creativity assessment. It is study these issues by using a modified version of the Consensual Assessment Technique in which the judges are provided with information about the creators' gender and=or race. A total of 455 undergraduates assigned ratings for creativity, writing ability, and enjoyment to 60 poems downloaded from a poetry Web site. These poems either had no attribution or had (fictional) stereotypical Black, White, and Crossover names for each gender. Results suggest that novice raters using CAT methodology display little evidence of bias in their ratings of creativity, writing ability, and poem enjoyment. Very slight preference was found for poems assigned names of White females.
Gender Differences in Creativity
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Research on gender differences in creativity, including creativity test scores, creative achievements, and self-reported creativity is reviewed, as are theories that have been offered to explain such differences and available evidence that supports or refutes such theories. This is a difficult arena in which to conduct research, but there is a consistent lack of gender differences both in creativity test scores and in the creative accomplishments of boys and girls (which if anything tend to favor girls). As a result, it is difficult to show how innate gender differences in creativity could possibly explain later differences in creative accomplishment. At the same time, the large difference in the creative achievement of men and women in many fields make blanket environmental explanations inadequate, and the explanations that have been proposed thus far are at best incomplete. A new theoretical framework (the APT model of creativity) is proposed to allow better understanding of what is known about gender differences in creativity.
Creativity, Age And Gender As Predictors Of Academic Achievement Among Undergraduate Students
This study examined creativity, age and gender as predictors of academic achievement. Participants (N= 153, 105 = male & 48= female) completed creativity test. Cumulative grade point average (CGPA) was used to select the participants. A multiple regression analysis revealed creativity, age and gender explained 0.143 of the variance in academic achievement. The significance level was indicated by the F-value of 8.294. Multiple regression analysis showed interaction effects between creativity, age and gender as low predictors of academic achievement. The findings also show a lower correlation of CGPA and the independent variables of this study. No significant difference between CGPA and gender was observed. However implications of the findings to investigate in creativity, age and gender are discussed.