Creativity differences between reservation and urban Native Americans /

The purpose of this study was to compare creativity test scores and academic achievement of reservation and urban Native Americans and to examine the influence of home environmental conditions and enrollment in a Native American history or art course on the creativity of Native American students. Su...

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Bibliographic Details
Main Author: Bradley, Charmaine Louise, 1954-
Other Authors: Ash, Michael J. (degree committee member.), Garcia, Gonzalo (degree committee member.), Haesnly, Patricia A. (degree committee member.)
Format: Thesis Book
Language:English
Published: 1990.
Subjects:
Online Access:Link to OAKTrust copy
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099 |a 1990  |a Dissertation  |a B811 
100 1 |a Bradley, Charmaine Louise,  |d 1954- 
245 1 0 |a Creativity differences between reservation and urban Native Americans /  |c by Charmaine Louise Bradley. 
264 1 |c 1990. 
300 |a x, 121 leaves ;  |c 29 cm 
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500 |a Vita. 
500 |a "Major subject: Educational psychology." 
502 |b Ph. D.  |c Texas A & M University  |d 1990 
504 |a Includes bibliographical references. 
520 3 |a The purpose of this study was to compare creativity test scores and academic achievement of reservation and urban Native Americans and to examine the influence of home environmental conditions and enrollment in a Native American history or art course on the creativity of Native American students. Subjects for the comparative study were 150 eleventh grade students representing twenty-one different tribes. Of these subjects, 28 were attending public high schools in Albuquerque, New Mexico and were classified as urban Native Americans; 122 were attending public or Bureau of Indian Affairs (BIA) schools on or near their respective reservations. Reservation subjects resided on four reservations in New Mexico, the Zuni Pueblo, Laguna Pueblo, Acoma Pueblo and the Canoncito Band of the Navajo Nation. Subjects were administered the Torrance Test of Creative Thinking (TTCT), Figural Form B, and completed a home environment inventory form, Creativity Abounds. Subjects' academic achievement was determined by grade point averages (G.P.A.) based upon a 4 point scale. TTCT test results were analyzed by four artists (three Native American artists and one Anglo artist) to determine evidence of Native American influence. Completed tests were then standardized scored. Results of this study suggest that urban Native American students are more creative than reservation Native American students on the variables of originality, abstractness of title, resistance to closure, average and creativity index scores. Due to the small representation of some of the tribes correlation of creativity differences between tribes was computed between the largest tribe represented (Zuni, n = 75) and an aggregate of the other tribes represented (Acoma, Laguna, Isleta, Cherokee, Comanche, Jemez, Oneida, Taos, Santa Ana, Zia, San Felipe, Papago, Apache, Tlinget, Seneca, Hopi, Sioux, and Ute; n = 75). Results suggest other tribes to be more creative than Zuni students on all the variables tested by the TTCT. No significant differences were found between urban and reservation students or between male and female students as regards their academic achievement. Fifty-five of the students tested had taken a high school course that taught tribal history or art. Results showed Native American students' enrollment in tribal history or art course to negatively affect their scores on the variables resistance to closure, abstractness of title, creativity average and creativity index score. 
650 0 |a Indian youth  |z North America. 
650 0 |a Indians of North America  |x Creative ability  |x Testing. 
650 0 |a Indians of North America  |x Academic achievement. 
650 7 |a Indian youth.  |2 fast  |0 (OCoLC)fst00969283 
650 4 |a Educational Psychology 
651 7 |a North America.  |2 fast  |0 (OCoLC)fst01242475 
655 7 |a Academic theses  |2 lcgft 
700 1 |a Nash, William R.,  |e degree supervisor. 
700 1 |a Ash, Michael J.,  |e degree committee member. 
700 1 |a Garcia, Gonzalo,  |e degree committee member. 
700 1 |a Haesnly, Patricia A.,  |e degree committee member. 
710 2 |a Texas A & M University,  |e degree granting institution. 
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