Abstract
D.Ed. (Educational Psychology)
The creatively gifted individual is generally regarded as a valuable natural resource. Some of the solutions to the threats that endanger the future of mankind, are possibly lodged in the abilities of the creatively gifted. These individuals, however, often experience social isolation because of their ability to question the status quo. The creatively gifted student at university is the focus of this investigation in which an attempt has been made to ascertain how the creatively gifted individual experiences university culture. This was done with a view to describing ideographically how students perceive their university culture. In Chapter I the problem and objectives were presented. The research question of this study pertains to the nature of creatively gifted students' experience of university culture. The rationale for the study is the fact that creatively gifted students often fail to be accommodated in an educational environment, both socially, personally and with regard to their academic activities. The objective of the study was to investigate the creatively gifted student's experience of the university environment. The latter refers to the social, personal and academic milieu. The aim of the investigation was to contribute to theory by highlighting the theoretical dimensions of the problem. It was also the objective of the study to use the interpreted data as a basis for recommendations to accommodate the creatively gifted student in the university environment. In Chapters 2, 3 and 4 a literature review was conducted. Chapter 2 dealt with the concept creativity and its interrelatedness with concepts such as giftedness and intelligence. Creativity is often confused with intelligence while they are both different aspects of giftedness. The concepts experience and university culture were also clarified. The creatively gifted personality was the focus of Chapter 3. The creatively gifted often display characteristics which may alienate them from society. In Chapter 4 the interaction between the creatively gifted individual and the environment was discussed. The environment can either encourage or demotivate the individual's creativity. Although the creatively gifted often resists the environment, they need assistance and support from the environment to actualize their creative potential.
The design and method of research was formulated in Chapter 5. A case study design was selected for this study. The rationale for choosing this method of research was discussed. Issues such as validity, reliability and generalizability were also addressed. To identify the students with whom the case studies were conducted, certain procedures were followed. The study was structured in 4 phases in which quantitative and qualitative research methodologies were combined. In phase 1 the Torrance test of creative thinking (Figural, Form A) was administered to 400 first-year students at the Rand Afrikaans University. By means of a stratified sample 12 students were selected for phase 2 of this study. This group was constituted of 4 highly creative students, 4 students who obtained average scores for creativity and 4 students who performed poorly on the creativity test. In phase 3 a focus group interview was conducted with these students. The data obtained from this interview were analyzed according to qualitative research methodological procedures. The two creatively gifted students were identified with whom the double case study was conducted in phase 4 of the research. In Chapter 6 the data obtained from the double case study was reported and displayed. Examples were given from each procedural stage of the
research process in order to establish a "chain of evidence". Patterns of each student's
experience of the university environment were isolated. In Chapter 7 the final patterns obtained from the analysis of the data were interpreted against the theoretical background of previous chapters. The patterns for these students correlated well. The conclusion was reached that creatively gifted students could experience isolation within their environment which has a negative effect on their social and academic functioning. They might experience the isolation partly because of distinct characteristics of the creatively gifted individual and also because of the university structure in which they function. It was also concluded that the creatively gifted individuals in the study have the ability to adapt to the milieu although it demands much from them on an emotional level. Both testees have sound faith in their own abilities. Recommendations were made for the practical accommodation of these students as well as for possible further research. It is the wish of the author that this research should serve as an inspiration for researchers in this fundamental and crucial aspect of human functioning.