Cross-Cultural Differences in Creativity

Fryer, Marilyn; Fryer-Bolingbroke, C.

doi:10.1016/b978-0-12-375038-9.00059-5

Cited by 6 publications

(3 citation statements)

References 3 publications

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“…Among other outcomes, Fryer (2011) investigated racial and ethnic differences in children's scholastic achievement scores at various ages by supplementing race or ethnicity dummy variables with controls for testing conditions; precise differences in age at the time of testing; gender; region of the country; parents' socioeconomic status; variables to proxy a child's home environment such as family structure, mother's age, and number of siblings; parents' teaching ability; prenatal conditions such as birth weight, premature birth, and multiple births; as well as a host of variables to control for differences in school and teacher quality. 17 Using several different datasets, Fryer concluded that, from age two onward, observable factors could not explain all of the racial and ethnic test-score gaps.…”

Section: Previous Literaturementioning

confidence: 99%

College Is Not Enough: Higher Education Does Not Eliminate Racial and Ethnic Wealth Gaps

Emmons

Ricketts

2017

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ealth gaps between the median African-American (Black) and median non-Hispanic White (White) families and between the median Hispanic and median White families are large, having changed little during the past quarter century. 1 Differences in college and postgraduate degree attainment alone explain less than half of Black-White and Hispanic-White wealth gaps in a standard wealth regression. Differences in family structure and measures of luck such as income windfalls and inheritances explain even less. Measures of financial decisionmaking, such as the share of housing in total assets and debt ratios, are much more important. Controlling for differences in all of these observable factors simultaneously and adjusting for life-cycle effects, we can explain about 70 percent of the Black-White wealth gap and virtually all of the Hispanic-White and Asian-White wealth gaps, consistent with earlier research. However, this model assumes equal wealth returns to education levels across racial and ethnic groups. Relaxing this assumption, we find significantly different wealth outcomes across racial and ethnic groups within the same education level. This, in turn, weakens the conclusion that racial and ethnic wealth gaps are largely explainable with observable factors. More importantly, the standard approach assumes all families face the same choice and opportunity sets. We investigate an alternative theoretical framework that attributes racial or ethnic group mean differences in education, family structure, financial decisions, and luck not to individual choice or effort in the face of equal opportunities but instead to systemic or structural factors in the past and present. In this model, the share of wealth gaps that can be explained by observables falls below one fifth for Blacks and Hispanics and to about three quarters for Asians. In other words, a structural-determinants framework suggests the vast majority of the Black-White and Hispanic-White wealth gaps may lie beyond the scope of individual actions or marginal policy changes directed at educational attainment, family structure, financial decisionmaking, or even wealth redistribution. Instead, the gaps appear to be deeply rooted in unobservable factors that may include discrimination or other long-lasting disadvantages.

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Section: Previous Literaturementioning

confidence: 99%

College Is Not Enough: Higher Education Does Not Eliminate Racial and Ethnic Wealth Gaps

Emmons

Ricketts

2017

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“…Whilst Greek scientific achievements are well-documented in the English language, in the West there is still a paucity of accessible literature on the achievements of Arabic/ Islamic and Babylonian scientists. However, the situation has improved a little since the Creativity Centre's 2002 international conference on Creativity and Cultural Diversity which was held to draw attention to and begin to address this anomaly (Fryer, M. 2004). Yet, even though 2009 is designated the European Year of Creativity & Innovation and Creativity and Cultural Diversity is one of its key themes, there is still a long way to go to raise public awareness.…”

Section: Creativity Scientific Practice Andmentioning

confidence: 97%

Creativity, Scientific Practice, and Knowledge Production

Fryer¹

2010

Gifted and Talented International

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“…Culture is a collection of motivations, values, beliefs, and identities formed and shared by groups living in the same country or region (Fryer & Caroline, 2011). It is a vital and pervasive part of human living and is connected with unconscious behavioral patterns (Valsiner, 2014).…”

Section: The Roi Relating To Mementioning

confidence: 99%

The functional connectivity basis of multicultural experience and its relationship with domain-specific creativity.

Wang¹,

Li²,

Ren³

et al. 2023

Psychology of Aesthetics, Creativity, and the Arts

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Previous studies have demonstrated the benefits of multicultural experience (ME), especially its impact on creativity. However, the neural association of ME in the brain and its effect on domain-specific creativity is unclear. In this study, we selected the ventral medial prefrontal cortex (VMPFC), inferior parietal lobule, and inferior frontal gyrus (IFG) as the regions of interest according to the social cognition system (self-representation) and nonsocial system (cognitive closure) in culture. Furthermore, we used a seed-based connectivity approach with the resting-state functional MRI (rsFC) method to explore the neural basis of ME and its relationship with domain-specific creativity in 232 college students. The behavioral results showed that ME was positively correlated with domain-specific creativity in visual arts, dance, music, creative writing, and humor. Furthermore, individual differences in ME were negatively correlated with the connectivity strength of the VMPFC and middle temporal gyrus (MTG)/superior occipital gyrus and the connectivity strength of the IFG and left lingual gyrus (LING)/right superior temporal gyrus. Moderation analysis indicated that strong VMPFC and MTG connectivity enhanced the relationship between ME and creative writing, and weak IFG and left LING connectivity enhanced the relationship between ME and visual arts. These results suggest that rsFC between the prefrontal lobe and temporal and occipital lobes reflects the neural basis of ME and further influences the link between ME and domain-specific creativity. In summary, the present findings demonstrate the functional connectivity basis of ME and provide neural evidence for the benefit and condition of ME on domain-specific creativity.

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Cross-Cultural Differences in Creativity

Cited by 6 publications

References 3 publications

College Is Not Enough: Higher Education Does Not Eliminate Racial and Ethnic Wealth Gaps

College Is Not Enough: Higher Education Does Not Eliminate Racial and Ethnic Wealth Gaps

Creativity, Scientific Practice, and Knowledge Production

The functional connectivity basis of multicultural experience and its relationship with domain-specific creativity.

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