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The connection between culture and creativity is a more novel, an always existing concept. Although research and literature affirms this, less is known about how individuals’ implicit beliefs towards racial and ethnic subgroups influence their perceptions of creativity. This conceptual and praxis manuscript reviews key findings and recommendations from two interconnected empirical studies that examined the relationship between individual’s racial implicit bias, also referred to as a participant’s automatic association, toward Black and/or White individuals and their desirability of creative characteristics in students, particularly those of color. Findings indicated a significant correlation: educators with lower levels of implicit bias demonstrated higher valuations of creativity, both intrapersonally and in their desirability of student creative behaviors. From these finding emerged a new pedagogical identity introduced in this manuscript as the C³ educator: one who is critically conscious, culturally responsive, and teaches for creativity. The manuscript concludes with two recommendations for schools and districts to cultivate this identity within educators in every educational setting.

26:T530,

Parental self-efficacy may serve as a protective factor against parental stress among parents of intellectually gifted/ADHD children. In this study, we aimed to describe perceived parental self-efficacy, along with its developmental and influential factors, within this population. Using a qualitative exploratory design, 11 parents (M_age = 42.4 years; SD = 4.9; 5 mothers) of intellectually gifted/ADHD children (M_age = 12 years; SD = 2.4; 6 boys) participated in semi-structured interviews. Thematic analysis allowed us to structure the data into three axes: (1) general parenting experiences with intellectually gifted/ADHD children, highlighting both challenges and positive aspects; (2) perceived ups and downs of parental self-efficacy, including elements that contributed to a sense of efficacy and those associated with a perceived lack thereof; and (3) perceived factors related to the parent, child, and environment influencing parental self-efficacy. These findings suggest that parents may benefit from additional support, and future research might explore the potential of structured group-based interventions to foster parental self-efficacy in this population.

27:T415,

Despite the recognized complexity of “multi-exceptional” students, not enough is known about their varied needs or those of the adults who support them. This ca