STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes
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Racial achievement gaps are twice as large, and all students are less motivated, when STEM faculty believe ability is fixed.
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Change will be most beneficial if faculty and administrators believe that underrepresented students are capable of being successful and make a strong commitment to quality in teaching.
“we caution that change will be most beneficial if faculty and administrators believe that underrepresented students are capable of being successful (44) and make a strong commitment to quality in teaching.”
From Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math (2020) · cites this paper as [44]
The Results and Discussion (page unavailable) link faculty growth-mindset beliefs with smaller racial achievement gaps and suggest that faculty mindset interventions could benefit underrepresented students. The paper studies faculty, not administrators, and does not establish that a change will be most beneficial under the stated condition. The separate commitment-to-teaching clause is not attached to this citation. (LLM, conf=0.84)
Experimental — accuracy not yet measuredLarger achievement gaps are correlated with faculty who have a fixed mindset, which interprets intelligence as innate and immutable and is therefore exclusion or selection-oriented.
“larger gaps are correlated with faculty who have a fixed mindset, which interprets intelligence as innate and immutable and is therefore exclusion or selection-oriented (44).”
From Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math (2020) · cites this paper as [44]
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“A study has recently been published demonstrating that STEM faculty who believe that student ability is fixed, show greater racial achievement disparity in their courses (Canning et al. 2019).”
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“One aspect of the education system that can impact inequality in academic outcomes is the classroom culture: teachers’ and students’ shared system of goals, beliefs, and norms that define what it means to be a learner in that classroom (6–8, see refs.”
Growth-Mindset Intervention Delivered by Teachers Boosts Achievement in Early Adolescence
Porter, T., Molina, D. C., Cimpian, A., Roberts, S., Fredericks, A. C., Blackwell, L., & Trzesniewski, K. (2022) · Psychology Science · doi:10.1177/09567976211061109 · Cited by 49 · see citing works
“compensate for the negative toll that teachers with fixed mindsets typically take on students’ motivation and achievement (Canning et al., 2019; Heyder et al., 2020).”
BackgroundReframing Educational Outcomes: Moving beyond Achievement Gaps
Shukla, S. Y., Theobald, E. J., Abraham, J. K., & Price, R. (2022) · CBE - Life Sciences Education · doi:10.1187/cbe.21-05-0130 · Cited by 49 · see citing works
“If the goal is to dismantle inequities in our educational systems and research on those systems, the biology education research community must consider the historical and social weight of its literature to address racism head on, as progressive articles have been doing (e.g., Eddy and Hogan, 2014; Canning et al., 2019…”
BackgroundInfluentialCotner, S. H., Jeno, L. M., Walker, J. D., Jørgensen, C., & Vandvik, V. (2020) · International Journal of STEM Education · doi:10.1186/s40594-020-00252-1 · Cited by 64 · see citing works
“Canning et al (2019) recently documented how the courses of STEM faculty with a “fixed” mindset respecting intelligence demonstrate greater performance gaps between underrepresented students and their well-represented counterparts.”
BackgroundSeo, E., & Lee, Y. (2021) · Journal of Youth and Adolescence · doi:10.1007/s10964-021-01435-x · Cited by 54 · see citing works
“Finally, Canning et al. (2019) found that when faculty members firmly believed that intelligence is fixed, their classroom showed greater racial achievement gaps favoring Asian and White students over Black, Latinx, Native American, Native Alaskan, Native Hawaiian, and Pacific Island students.”
BackgroundYik, B. J., Raker, J. R., Apkarian, N., Stains, M., Henderson, C., Dancy, M., & Johnson, E. (2022) · International Journal of STEM Education · doi:10.1186/s40594-022-00333-3 · Cited by 54 · see citing works
“These training and experiences should aim to make instructors aware of how their mindset influences the culture in their classes and student motivation and achievement (Canning et al., 2019).”
BackgroundInfluentialCanning, E. A., White, M., & Davis, W. B. (2024) · CBE—Life Sciences Education · doi:10.1187/cbe.23-07-0131 · Cited by 65 · see citing works
“Recently, a university-wide study conducted with STEM instructors revealed that students earned higher grades when their instructor endorsed more of a growth (vs. fixed) mindset– and this was especially true for stigmatized students (Canning et al. , 2019).”
BackgroundSelf-citationFrustration in the Classroom: Causes and Strategies to Help Teachers Cope Productively
Park, D., & Ramirez, G. (2022) · Educational Psychology Review · doi:10.1007/s10648-022-09707-z · Cited by 55 · see citing works
Albahrani, A. (2022) · The Journal of Economic Education · doi:10.1080/00220485.2022.2075507 · Cited by 43 · see citing works
“Canning et al. (2019) find that STEM faculty who believe ability is fixed had twice as large racial achievement gaps than instructors who expressed a growth mindset.”
BackgroundZeeb, H., Ostertag, J., & Renkl, A. (2020) · Education Research International · doi:10.1155/2020/8067619 · Cited by 43 · see citing works
“, [34, 61]) and are therefore the main actors who can create a growth mindset culture in the long term.”
BackgroundSTEM-E: Fostering mathematical creative thinking ability in the 21st Century
Suherman, Vidákovich, T., & Komarudin (2021) · Journal of Physics, Conference Series · doi:10.1088/1742-6596/1882/1/012164 · Cited by 42
The Value of Support: STEM Intervention Programs Impact Student Persistence and Belonging
Shortlidge, E. E., Gray, M. J., Estes, S., & Goodwin, E. C. (2024) · CBE—Life Sciences Education · doi:10.1187/cbe.23-04-0059 · Cited by 53 · see citing works
“This affective support can be promoted by instructors demonstrating a growth mindset (Canning et al. , 2019), intentionally integrating belonging interventions (Murphy et al. , 2020), and sending students simple cues of kindness (Estrada et al. , 2018a).”
Theoretical and methodological directions in mindset intervention research
Canning, E. A., & Limeri, L. B. (2023) · Social & Personality Psychology Compass · doi:10.1111/spc3.12758 · Cited by 40 · see citing works
“Given the previous correlational work in this area (Canning et al., 2019; Yeager et al., 2021), we hypothesize that there will be an interaction between these two interventions, such that students who are taught to develop a personal growth mindset and receive growth mindset messages from their…”
BackgroundInfluentialSelf-citationEducators’ Beliefs About Students’ Socioeconomic Backgrounds as a Pathway for Supporting Motivation
Silverman, D. M., Hernandez, I. A., & Destin, M. (2021) · Personality and Social Psychology Bulletin · doi:10.1177/01461672211061945 · Cited by 40 · see citing works
“For example, both educators’ reported beliefs about whether intelligence is fixed or malleable and students’ perceptions of those beliefs are associated with student motivation and the emergence of academic achievement gaps (Canning et al., 2019; Reich & Arkin, 2006).”
BackgroundRichardson, D., Bledsoe, R. S., & Cortez, Z. (2020) · CBE - Life Sciences Education · doi:10.1187/cbe.19-11-0238 · Cited by 40 · see citing works
“Canning et al. (2019) argue that “professors’ beliefs about the nature of intelligence are likely to shape the way they structure their course, how they communicate with students, and how they encourage (or discourage) students’ persistence.”
BackgroundAssociations between teacher expectations and racial disproportionality in discipline referrals
Santiago‐Rosario, M. R., Whitcomb, S. A., Pearlman, J., & McIntosh, K. (2021) · Journal of School Psychology · doi:10.1016/j.jsp.2021.02.004 · Cited by 44 · see citing works
Grades, grade component weighting, and demographic disparities in introductory physics
Simmons, A., & Heckler, A. F. (2020) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.16.020125 · Cited by 39 · see citing works
Influence of managers’ mindset on leadership behavior
Kouzes, T. K., & Posner, B. (2019) · Leadership & Organization Development Journal · doi:10.1108/lodj-03-2019-0142 · Cited by 37 · see citing works
Batty, L. C., & Reilly, K. (2022) · Journal of Biological Education · doi:10.1080/00219266.2021.2012227 · Cited by 41 · see citing works
“Causes of this are likely to be complex and require further research; however, it is recognised that this requires removal of institutional barriers and the importance of staff attitudes can be a critical factor (Canning et al. 2019).”
BackgroundWomen’s career confidence in a fixed, sexist STEM environment
Clark, S. L., Dyar, C., Inman, E. M., Maung, N., & London, B. E. (2021) · International Journal of STEM Education · doi:10.1186/s40594-021-00313-z · Cited by 45 · see citing works
“Furthermore, in a study comparing outcomes for courses taught by faculty with entity vs. incremental mindsets, students learning from entity-oriented professors reported less motivation, more negative experiences, and exhibited wider racial achievement gaps in those courses (Canning et al., 2019).”
ResultImpact of perceived recognition by physics instructors on women’s self-efficacy and interest
Li, Y., & Singh, C. (2023) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.19.020125 · Cited by 35 · see citing works
“students can excel in their courses can influence students’ motivation and achievement, and underrepresented students are more likely to be demotivated and have negative experiences in classes taught by fixed mindset instructors [62].”
BackgroundGoal congruity theory: Navigating the social structure to fulfill goals
Diekman, A. B., Joshi, M. P., & Benson‐Greenwald, T. M. (2020) · Advances in experimental social psychology · doi:10.1016/bs.aesp.2020.04.003 · Cited by 48 · see citing works
Diversity by design: Broadening participation through inclusive teaching
Goering, A. E., Resnick, C., Bradford, K., & Othus-Gault, S. (2022) · New Directions for Community Colleges · doi:10.1002/cc.20525 · Cited by 34 · see citing works
Muenks, K., Yan, V. X., Woodward, N. R., & Frey, S. E. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.102088 · Cited by 34 · see citing works
Self-citationImplementing and Evaluating Growth Mindset Pedagogy – A Study of Finnish Elementary School Teachers
Rissanen, I., Laine, S., Puusepp, I., Kuusisto, E., & Tirri, K. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.753698 · Cited by 33 · see citing works
“The mindsets of teachers (Rattan et al., 2012; Canning et al., 2019; Bostwick et al., 2020) and, in turn, their feedback style (Schmidt et al.”
BackgroundGoudeau, S., & Cimpian, A. (2021) · Perspectives on Psychological Science · doi:10.1177/1745691620953781 · Cited by 42 · see citing works
Cultivating inclusive instructional and research environments in ecology and evolutionary science
Emery, N. C., Bledsoe, E. K., Hasley, A. O., & Eaton, C. D. (2020) · Ecology and Evolution · doi:10.1002/ece3.7062 · Cited by 40 · see citing works
“This approach can have tremendous positive impacts on students and mentees, resulting in improved outcomes for traditionally underserved students (Canning et al., 2019).”
Taggart, J., & Wheeler, L. (2023) · Active Learning in Higher Education · doi:10.1177/14697874231193938 · Cited by 32 · see citing works
“Research also illustrates the important role the instructor plays in teaching and learning (e.g., Canning et al., 2019); yet, there are limited studies understanding how instructors approach designing and enacting collaborative learning.”
Instructor mindset beliefs and behaviors: How do students and instructors perceive them?
Muenks, K., Kroeper, K. M., Canning, E. A., & Murphy, M. C. (2024) · Social Psychology of Education · doi:10.1007/s11218-024-09948-6 · Cited by 31 · see citing works
“…tribute to mindset cultures and how mindset cultures relate to students’ academic, psychological, and emotional outcomes (e.g., Brown & Cross, 2020 ; Canning et al., 2019, Canning et al., 2022 ; Heyder & Brunner, 2018 ; Kim, 2023 ; Kroeper et al., 2024 ; LaCosse et al., 2021 ; Lou & Noels, 2020 ;…”
InfluentialSelf-citationCastle, S. D., Byrd, W. C., Koester, B. P., Pearson, M. I., Bonem, E. M., Caporale, N., Cwik, S., Denaro, K., Fiorini, S., Li, Y., et al. (2024) · International Journal of STEM Education · doi:10.1186/s40594-024-00474-7 · Cited by 40 · see citing works
“Prior research advocates for course-level changes such as working with instructors to counter ideas that students have fixed ability and intelligence (Canning et al., 2019) and fostering approaches to increase students’ growth mindset and sense of belonging (Chen et al., 2021).”
BackgroundFrom Basic to Humane Genomics Literacy
Donovan, B., Weindling, M., & Lee, D. M. (2020) · Science & Education · doi:10.1007/s11191-020-00171-1 · Cited by 34 · see citing works
Barghamadi, M. (2023) · Individual Differences in Language Education: An International Journal · doi:10.32038/idle.2023.01.05 · Cited by 30
Patrick, A., Andrews, M., Riegle‐Crumb, C., Kendall, M., Bachman, J. C., & Subbian, V. (2023) · Journal of Engineering Education · doi:10.1002/jee.20510 · Cited by 38 · see citing works
“…characteristics of their student population, they can begin to reverse the adverse effects of stereotype threat (Walton & Spencer, 2009), instructor bias (Canning et al., 2019), and classroom environments constructed based on the dominant White culture (Crisp et al., 2015; Ladson-Billings, 1995).”
BackgroundDersch, A., Heyder, A., & Eitel, A. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.820254 · Cited by 37 · see citing works
Whose ability and growth matter? Gender, mindset and performance in physics
Malespina, A., Schunn, C. D., & Singh, C. (2022) · International Journal of STEM Education · doi:10.1186/s40594-022-00342-2 · Cited by 37 · see citing works
Miller, M. D., Castillo, G., Medoff, N. J., & Hardy, A. (2021) · Innovative Higher Education · doi:10.1007/s10755-021-09551-z · Cited by 29 · see citing works
Social Learning Theory in Clinical Setting: Connectivism, Constructivism, and Role Modeling Approach
Khushk, A., Dacholfany, M. I., Abdurohim, D., & Aman, N. (2022) · Health Economics and Management Review · doi:10.21272/hem.2022.3-04 · Cited by 29
Undergraduate neuroscience education: Meeting the challenges of the 21st century
Ramirez, J. J. (2020) · Neuroscience Letters · doi:10.1016/j.neulet.2020.135418 · Cited by 38 · see citing works
“[74] examined the possible effect that faculty members’ beliefs about intellectual growth and ability might have on the performance of students who enroll in their classes.”
BackgroundTise, J. C., Hernandez, P. R., & Schultz, P. W. (2023) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2023.102233 · Cited by 32 · see citing works
Shifting the mindset culture to address global educational disparities
Hecht, C. A., Murphy, M. C., Dweck, C. S., Bryan, C. J., Trzesniewski, K. H., Medrano, F. N., Giani, M., Mhatre, P. C., & Yeager, D. S. (2023) · npj Science of Learning · doi:10.1038/s41539-023-00181-y · Cited by 34 · see citing works
Self-citationAcademic integrity, STEM education, and COVID-19: a call to action
Turner, K. L., Adams, J. D., & Eaton, S. E. (2022) · Cultural Studies of Science Education · doi:10.1007/s11422-021-10090-4 · Cited by 36 · see citing works
“Furthermore, faculty can also be consciously or unconsciously complicit in their beliefs about STEM ability and race, along with academic integrity issues, and this often leads to students feeling disrespected, targeted, or unmotivated (Canning, Muenks, Green, and Murphy 2019).”
BackgroundBest Practices for Economists: Building a More Diverse, Inclusive, and Productive Profession
Romer, D., & Wolfers, J. (2021) · AEA Papers and Proceedings · doi:10.1257/pandp.111.824 · Cited by 27
Attributing equity gaps to course structure in introductory physics
Webb, D., & Paul, C. (2023) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.19.020126 · Cited by 26 · see citing works
Bauer, C., Job, V., & Hannover, B. (2023) · Journal of Experimental Social Psychology · doi:10.1016/j.jesp.2023.104501 · Cited by 25 · see citing works
Jiao, S.-W., Wang, J., Ma, X., You, Z., & Jiang, D.-N. (2022) · Sustainability · doi:10.3390/su14137898 · Cited by 25 · see citing works
Promoting Achievement for Community College STEM Students through Equity-Minded Practices
Varty, A. K. (2022) · CBE—Life Sciences Education · doi:10.1187/cbe.21-09-0237 · Cited by 24 · see citing works
“Additionally, faculty biases about students’ innate abilities harm success for URMs; achievement gaps were twice as wide in STEM courses taught by faculty who believed students’ academic abilities were fixed (Canning et al., 2019).”
BackgroundRamzan, M., Oteir, I., Khan, M. A., Al-Otaibi, A., & Malik, S. (2023) · International Journal of English Language and Literature Studies · doi:10.55493/5019.v12i3.4840 · Cited by 24 · see citing works
Why Students Struggle in Undergraduate Biology: Sources and Solutions
Tracy, C. B., Driessen, E. P., Beatty, A. E., Lamb, T., Pruett, J. E., Botello, J. D., Brittain, C., Ford, I. C., Josefson, C. C., Klabacka, R. L., et al. (2022) · CBE - Life Sciences Education · doi:10.1187/cbe.21-09-0289 · Cited by 24 · see citing works
“Canning et al. (2019) showed professors’ beliefs about the fixedness of ability were associated with racial performance gaps that were twice as large as gaps in courses taught by faculty who held growth mindsets.”
Wang, X., Dai, M., & Short, K. M. (2024) · International Journal of STEM Education · doi:10.1186/s40594-024-00502-6 · Cited by 27 · see citing works
“Students can learn from an error than a perfectly executed example (Canning et al., 2019; Farrell et al., 2021).”
BackgroundKim, M. H., Han, J., Buford, K., Osterhage, J. L., & Usher, E. L. (2024) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2024.102280 · Cited by 23 · see citing works
Rissanen, I., & Kuusisto, E. (2023) · British Educational Research Journal · doi:10.1002/berj.3875 · Cited by 29 · see citing works
Responses to 10 common criticisms of anti-racism action in STEMM
Gosztyla, M. L., Kwong, L., Murray, N. A., Williams, C. E., Behnke, N., Curry, P., Corbett, K. D., DSouza, K. N., de Pablo, J. G., Gicobi, J. K., et al. (2021) · PLoS Computational Biology · doi:10.1371/journal.pcbi.1009141 · Cited by 28 · see citing works
“Additionally, implicit bias can manifest at the faculty hiring level, as academic hiring committee members tend to prefer candidates who mirror their own training, values, and research interests [63].”
BackgroundPosselt, J., Southern, D., Hernandez, T. E., Desir, S., Alleyne, F., & Miller, C. W. (2023) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737231201612 · Cited by 22 · see citing works
“Admissions may also reinforce racial stereotypes and racial-ized conceptions of risk, belonging, and merit (Posselt, 2016; Warikoo, 2018); these influence selection and may permeate faculty–student interactions and other educational processes (Canning et al., 2019; Harper, 2010; McGee, 2020).”
BackgroundFactors and barriers that influence the matriculation of underrepresented students in medicine
Tello, C., & Goode, C. A. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1141045 · Cited by 31 · see citing works
“As an example, in courses taught by STEM faculty with a belief in fixed ability, the racial achievement gap was large, the URiM students experienced stereotype threat, were demotivated and this contributed to the feelings of impostorism (Canning et al., 2019b).”
Background
- Authors
- Canning, E. A., Muenks, K., Green, D. J., & Murphy, M. C.
- Affiliations
- Indiana University Bloomington (US)
- Corresponding author
- Canning, Elizabeth A.
- Murphy, Mary C.
- Venue
- Science Advances
- Published
- 2019-02
- Volume
- 5
- Issue
- 2
- Pages
- eaau4734-eaau4734
- ISSN
- 2375-2548 (ISSN-L)
- PMC
- PMC6377274
- OpenAlex
- W2913734454
- Cited by
- 550
- References
- 45
- Citations by year
- 2026: 54 · 2025: 62 · 2024: 99 · 2023: 87 · 2022: 88 · 2021: 61 · 2020: 71 · 2019: 27
- FWCI
- 72.82
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- cc-by-nc
- Locations
- Science Advances (publishedVersion, cc-by-nc)
- Europe PMC (PubMed Central) (publishedVersion, cc-by-nc)
- PubMed Central (publishedVersion, cc-by-nc)
- PubMed (publishedVersion)
- IUScholarWorks Open (Indiana University) (submittedVersion)
- Funders
- National Science Foundation (DRL-1450755, HRD-1661004)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Keywords
- fixed mindset, growth mindset, faculty beliefs, racial achievement gap, underrepresented minority students, student motivation, STEM education, course evaluation, academic performance
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