Abstract

Creative activities in a classroom can often be mistaken for negligence of academic requirements. This is especially true for many African American students. Recognition of the mental processes used in the expression of creative behaviors should give teachers the opportunity to harness this creative energy to develop academic skills. This article draws upon a historical perspective of creativity and its relationship to this trait in African Americans. Although many of the behaviors listed are common in all ethnic groups those behaviors listed as uniquely evident among African American students are derived from assumptions made from experiences by various scholars, research documents and historical data. Strategies for addressing and enhancing these creative behaviors are included.