Teachers' biases toward creative children

Teachers' attitudes toward creative children were investigated by having th em respond to 4 profiles of fictitious students: a high-creative boy, a hig h-creative girl, a low-creative boy, and a low-creative girl. Based on thes e profiles, 144 teachers and 133 college undergraduates predicted how likel y each child was to engage in creative and disruptive classroom behaviors. Results showed that teachers were significantly more likely than college un dergraduates to rate creative children as more disruptive than average chil dren. Significant results also indicated a tendency for teachers as well as college students to rate low-creative girls as more creative than low-crea tive boys. This suggests that teachers perceive and identify creativity dif ferently in boys and girls.