STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes

被引:307
作者
Canning, Elizabeth A. [1 ]
Muenks, Katherine [1 ,2 ]
Green, Dorainne J. [1 ]
Murphy, Mary C. [1 ]
机构
[1] Indiana Univ, Dept Psychol & Brain Sci, Bloomington, IN 47405 USA
[2] Univ Texas Austin, Austin, TX 78712 USA
关键词
STEREOTYPE THREAT; LAY THEORIES; TEACHER EXPECTATIONS; SOCIAL-PERCEPTION; TEST-PERFORMANCE; MATH; SCIENCE; TARGETS; WOMEN;
D O I
10.1126/sciadv.aau4734
中图分类号
O [数理科学和化学]; P [天文学、地球科学]; Q [生物科学]; N [自然科学总论];
学科分类号
07 ; 0710 ; 09 ;
摘要
An important goal of the scientific community is broadening the achievement and participation of racial minorities in STEM fields. Yet, professors' beliefs about the fixedness of ability may be an unwitting and overlooked barrier for stigmatized students. Results from a longitudinal university-wide sample (150 STEM professors and more than 15,000 students) revealed that the racial achievement gaps in courses taught by more fixed mindset faculty were twice as large as the achievement gaps in courses taught by more growth mindset faculty. Course evaluations revealed that students were demotivated and had more negative experiences in classes taught by fixed (versus growth) mindset faculty. Faculty mindset beliefs predicted student achievement and motivation above and beyond any other faculty characteristic, including their gender, race/ethnicity, age, teaching experience, or tenure status. These findings suggest that faculty mindset beliefs have important implications for the classroom experiences and achievement of underrepresented minority students in STEM.
引用
收藏
页数:7
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