||The purpose of this study was to explore th relationship between urban indigenous students’ creativity and their growing environments. One hundred and two junior high school students, 52 senior high school students, and 126 vocational high|
school students were selected by convenience sampling. The participants complete the “Creativity Environment Scale” and “Torrance Creativity Thinking Test”. Descriptive statistics, t tests, and analysis of variance were conducted on the quantitative data. In addition, 4 targeted students with the high creativity scores were tested for performance assessment and were interviewed after the survey. The main findings in this study were as follows:
1. Urban indigenous students in junior and senior high school has significantly higher scores in creativity than urban indigenous students in vocational high school.
2. Urban indigenous girl students has significantly higher scores in creativity than urban indigenous boy students.
3. Urban indigenous students of junior high school reported that their “family provided creativity opportunities” score was significantly higher than senior and vocational high school indigenous students.
4. Urban indigenous girl students’ scores of “emotion support in family”, “emotion exchange in school” and “encourages exchange in school” were significantly higher than boys’.
5. The urban indigenous students whose parents has high education level scored higher in the category of ‘’family provided opportunity’’ than students whose
parents were less educated.
6. Urban indigenous students whose teacher were non-indigenous has higher scores in “school provided opportunity” than urban indigenous students with indigenous teachers.
7. Urban indigenous students has significantly higher scores in “fluency”,“originality”, and “elaboration” than non-indigenous students, while non-indigenous students has significantly higher scores in “verbal” than urban indigenous students.
8. After interviewing and performance assessment, it was found that there was significant relationship between their early childhood upbringing environment and creativity.
9. The urban indigenous students from better family and school environment has significantly higher scores in creativity than those from less fortunate
The findings and suggestions from this research may be used for future researches on urban indigenous students.