To differentiate student creativity by various tasks, the investigator used two classes with many minority-group students for whom certain admission requirements had been waived. In lieu of final exam, 17 experimental (Minority) and 28 control students received tests of creative thinking. Two forms were used, each with three separate figural tasks. The first form presented a circles, a triangles, and a squares task; the second, circles, squares, and then triangles. The first two tasks were timed, the third was not. All were scored for fluency, flexibility, and originality, and the timed and untimed tasks compared. Except for a few individual experimental subjects, the controls were much higher on all counts. Comparison of originality scores in the timed and untimed tasks showed erratic differences in individuals in both groups, indicating a group rather than a task difference. Though inconclusive, the study highlights the lack of screening for the minority group, their possible anxious reaction to testing, and their lack of broad background, in contrast to the screened and generally able students of the dominant culture; it suggests identifying creativity in the disadvantaged in early school years. In short, comparisons between culturally different groups showed wide and unpredictable individual differences; the dominant culture has an advantage over the minority; an untimed task gave no anxiety relief to the disadvantaged; general education for minority cultures must be maximized. (HH)