This study examines the differences in divergent thinking skills among Grade 12 STEM students based on sex, exposure to literature and arts, and attitudes toward these subjects. Data were collected from 234 students using creative thinking assessments and surveys. The results showed no significant differences in divergent thinking skills between male and female students. However, significant differences were found based on students' exposure to literature and arts and their attitudes toward these fields. Students with greater exposure and more positive attitudes demonstrated higher fluency, flexibility, originality, and elaboration. The study underscores the importance of integrating literature and arts into STEM education to enhance creativity and recommends curriculum adjustments to foster greater artistic engagement.

Keywords: Divergent Thinking, Sex Differences, Exposure to Literature, Arts Education, Attitude Toward Arts, Fluency, Flexibility, Originality, Elaboration, STEM Education, Creativity in Education