Exploring differences in creativity across academic majors for high-ability college students

Abstract

ABSTRACT Many current theories and models include creativity as a component of giftedness, conceptualizing the construct in numerous ways that complement giftedness. Variations in creativity have also been studied among different academic disciplines, suggesting that although there may be higher levels of creativity for some, major choice is a complex concept. The current study explores differences in several aspects of creativity based on academic major for a high-ability young adult population. Using data from 399 Honors College students at a Midwestern university in the United States, a MANOVA and series of 1-way ANOVAs suggest significant differences by academic major for creative engagement, creative cognitive style, and fantasy, but not for tolerance or spontaneity. The pattern of results generally indicates higher creativity among arts and humanities majors, compared with other disciplines such as education and pre-professional training, although these fields can also benefit from creative input. Potential curricular and experiential reasons for these differences are discussed, along with some implications for educational programming and interventions.