Gender, Gender Role, and Creativity

Stoltzfus, Geniffer; Nibbelink, Brady Leigh; Vredenburg, Debra; Thyrum, Elizabeth

doi:10.2224/sbp.2011.39.3.425

Cited by 84 publications

(54 citation statements)

References 18 publications

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“…Kim and Michael (2011) showed that female students' creativity was higher than that of male students. Moreover, the obtained results are not in line with the results of Suragy (1996), Averill (2013) and Stoltzfus et al (2011). Suragy (1996 indicated that male gifted students had a higher level of creativity compared to male gifted students.…”

Section: Discussioncontrasting

confidence: 79%

“…Averill (2013) demonstrated that female students' preparedness, effectiveness and authenticity were higher and their novelty was lower than those of male students. Stoltzfus et al (2011) showed that male students' creativity was higher than that of female students. In relation to the third research question, it was demonstrated that there was no significant difference between gifted students and normal students with regard to their social adjustment.…”

Section: Discussionmentioning

confidence: 98%

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Comparing Emotional Creativity and Social Adjustment of Gifted and Normal Students

Jenaabadi¹,

Marziyeh²,

Dadkan³

2015

AASoci

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The present study aimed to compare emotional creativity and social adjustment of gifted and normal high school freshman students (first period) in Khash. This is a casual-comparative study. To this end, a total of 200 students, among which gifted students were selected using census method and normal students were selected applying multistage random sampling methods, were chosen. The subjects were evaluated using Averill's Emotional Creativity Inventory (2013) and Sinha and Singh's Social Adjustment Inventory (1993). To describe the obtained data, frequency table, mean and standard deviation were applied and for analyzing the data, independent t-test and one-way analysis of variance were used. The results indicated that there was a significant difference between gifted and normal students and also between male and female gifted students and normal students considering emotional creativity and its components. However, no significant difference was found with regard to social adjustment. The means of emotional creativity and components of novelty, effectiveness and authenticity of gifted students were higher than those of normal students. Moreover, the means of emotional creativity and components of novelty and preparedness of female gifted students and the means of components of effectiveness and authenticity of male gifted students were higher than other groups.

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Section: Discussioncontrasting

confidence: 79%

Section: Discussionmentioning

confidence: 98%

Comparing Emotional Creativity and Social Adjustment of Gifted and Normal Students

Jenaabadi¹,

Marziyeh²,

Dadkan³

2015

AASoci

View full text Add to dashboard Cite

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“…The role of gender in creativity has been explored to determine not only if males and females differ in terms of creative ability (potential) or output (product), but also what factors contribute to the likely differences and whether these manifest differentially over the course of the lifetime, as suggested by recent studies (Bender, Nibbelink, Towner-Thyrum, & Vredenburg, 2013;Cheung & Lau, 2010;He & Wong, 2011;Hong & Milgram, 2010;Karwowski, Lebuda, Wisniewska, & Gralewski, 2013;Kaufman, Baer, Agars, & Loomis, 2010;Sayed & Mohamed, 2013;Stoltzfus, Nibbelink, Vredenburg, & Thyrum, 2011). Three astute reviews have been published on this theme Pagnani, 2011;Mark A. Runco, Cramond, & Pagnani, 2010), the insights of which are integrated and summarized below.…”

Section: Gender and Creativity: Behavioral Findingsmentioning

confidence: 99%

Gender and creativity: an overview of psychological and neuroscientific literature

Abraham

2015

Brain Imaging and Behavior

177

110

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The topic of gender differences in creativity generates substantial scientific and public interest, but also courts considerable controversy. Owing to the heterogeneous nature of the findings associated with this line of research, the general picture often appears puzzling or obscure. The present article presents a selective overview of psychological and neuroscientific literature that has a relevant bearing on the theme of gender and creativity. Topics that are explored include the definition and methods of assessing creativity, a summary of behavioral investigations on gender in relation to creativity, postulations that have been forwarded to understand gender differences in creative achievement, gender-based differences in the structure and function of the brain, gender-related differences in behavioral performance on tasks of normative cognition, and neuroscientific studies of gender and creativity. The final section of the overview presents a detailed discussion of the idea that differences between men and women in creative cognition are best explained with reference to the gender-dependent adopted strategies or cognitive style when faced with generative tasks. Gender and Creativity 3Creativity refers to the singularly complex human ability to produce novel ideas, generate new solutions, and express oneself in a unique manner. Although prominent works of art and astounding scientific discoveries are the customary associations that are readily evoked when we consider the concept of creativity, our capacity to be creative is evident in virtually all aspects of human life when engaged in language and communication, choice and decision making, as well as planning and organization (Mark A. Runco & Pritzker, 2011;Sawyer, 2012). While the potential to be creative exists within each person, there is considerable individual variability in both the type and amount of creative output that is eventually produced over our lifetimes. A substantial proportion of the empirical investigations in creativity are directed at uncovering which variables have a positive or negative impact on creativity. Gender is one factor that has been explored in this regard within psychological research. This paper provides a general overview of psychological and neuroscientific research that has a direct or indirect bearing on the topic of gender and creativity. The first part of this paper is devoted to understanding what is meant by creativity in terms of definition and methods of assessment. This is followed by a summary of behavioral findings on gender-related differences in creative thinking and a discussion of the explanations that have been forwarded to understand such differences. Current knowledge concerning gender-based behavioral and neurobiological differences in other (non-creative) aspects of cognition is then explored. In the final part of the paper, implications of findings from neuroscientific studies of gender differences in creative thinking are discussed.Gender and Creativity 4

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“…This is consistent with previous studies' findings, that due to their attention to detail and their persistence, females are best at inbox thinking and elaboration skills, whereas males are best at outbox imagination (e.g., Cheng, Kim, & Hull, 2010;Kim, Cramond, & Bandalos, 2006;Kim, Lee, Chae, Andersen, & Lawrence, 2011;Razumnikova, Volf, & Tarasova, 2009). This might be because traditionally females are expected to conform to rules more than males (Bender, Nibbelink, Towner-Thyrum, & Vredenburg, 2013;Charyton, Elliott, Rahman, Woodard, & DeDios, 2011;Cogérino, Bois, & Amorose, 2006;Razumnikova, 2002;Stoltzfus, Nibbelink, Vredenburg, & Thyrum, 2011).…”

Section: Discussionmentioning

confidence: 99%

The Torrance Tests of Creative Thinking - Figural or Verbal: Which One Should We Use?

Kim

2017

Creativity. Theories – Research - Applications

101

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Kim’s CATs framework (2016) identified creative climates (C), attitudes (A) and thinking (T) skills for innovation. Creativity can be measured by testing and non-testing methods. Testing methods include creativity tests for climate, attitude and thinking skills. Among the creativity tests available, two versions of the Torrance Tests of Creative Thinking - Figural and Verbal (TTCT-F and V) are most commonly used. I examined the relationships between the two versions as well as their reliability across gender. From preschool children to adults, 994 participants’ scores on the two versions were used. The results showed that scores on the two versions are significantly related, yet TTCT-F is a more comprehensive, reliable and valid measure of creativity than the TTCT-V.

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Gender, Gender Role, and Creativity

Cited by 84 publications

References 18 publications

Comparing Emotional Creativity and Social Adjustment of Gifted and Normal Students

Comparing Emotional Creativity and Social Adjustment of Gifted and Normal Students

Gender and creativity: an overview of psychological and neuroscientific literature

The Torrance Tests of Creative Thinking - Figural or Verbal: Which One Should We Use?

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