Author ORCID Identifier

Defense Date


Document Type


Degree Name

Doctor of Philosophy



First Advisor

Dr. Sharon Zumbrunn

Second Advisor

Dr. Lisa Abrams

Third Advisor

Dr. Christine Bae

Fourth Advisor

Dr. Ronald Beghetto


The purpose of this dissertation exploratory case study was to examine the creativity-supportive practices at an innovative regional magnet school shaping Ethnically & Culturally Diverse (ECD) students’ creative identity development as perceived by different stakeholders including ECD students enrolled in the first three cohorts, teachers, and school administrators of RichTech Regional Magnet High School [RRMHS] (pseudonym). This single qualitative case study employed a small component of a quantitative survey, the results of which guided in part the design of interview protocols and sampling procedures for recruiting qualitative participants. Using a pragmatic research lens, I obtained and analyzed the diverse qualitative data including interviews with ECD students, teachers, and school administrators, open-ended qualitative survey responses, my field notes, and reflective memos. The findings of this dissertation study demonstrated that the creative identity development of ECD students can be supported in the context of an innovative regional magnet high school in three ways: (a) through facilitation of creative learning opportunities encompassing open-endedness and flexibility, non-linear synergy, student-centered future orientation as well as productive interactions of diverse perspectives; (b) through augmenting unique strengths of an innovative regional magnet school entailing limited size of student enrollment, intentional design of integrated diverse learning environment, as well as formulation of an innovative curricular and pedagogical model; and (c) through the promotion of teacher autonomy, the sustainable rapport between teachers and school administrators, development of sound beliefs by teachers and school administrators about student creativity as well as through leveraging teachers’ prior practical experiences of teaching ECD adolescent students. These key findings, recommendations, and implications for practice and future research are discussed in light of the limitations of the present study. With the limited research on the role of unique learning environments such as an innovative magnet school in promoting ECD adolescents' creativity, this study is a small first attempt to better understand the magnet school-based salient opportunities for and experiences of ECD students’ creative identity development.


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