ABSTRACT
This chapter focuses on the experiences of native Chinese as well as Chinese-heritage students, in relation to the challenges and prospects of creativity development among them. Chinese-heritage students in North America are often seen as hardworking and academically successful. As a consequence, Chinese-heritage students have been traditionally regarded as one of the 'model' minority groups in North America. Personal, familial, and sociocultural factors join forces to shape the unique experience of Chinese-heritage students. These experiences can gravitate students toward curtailed opportunities for creative expression, especially when they possess little desire to develop their creative potential. Beyond cultural models of learning, differences in individuals' conception of creativity may play a role in how Chinese-heritage students come to appreciate creative endeavors and activities in the classroom. Students' differential views on the attributes of creativity can in turn have implications for the development of meaningful instructional approaches and evaluative criteria to optimize learning.
