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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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“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]
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“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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“As the field begins to tackle this challenge, it will not have to start from scratch but can build on recent studies documenting the role of teachers’ mindsets and mindsetrelated practices in student achievement (e.g. Canning et al. 2019).”
BackgroundTeacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn’t Work
Yeager, D. S., Carroll, J. M., Buontempo, J., Cimpian, A., Woody, S., Crosnoe, R. L., Muller, C. L., Murray, J. S., Mhatre, P. C., Kersting, N. B., et al. (2021) · Psychological Science · doi:10.1177/09567976211028984 · Cited by 425
“) In the pilot study, we found that teachers’ mindsets in fact predicted their endorsement of practices expected to follow from teachers’ mindsets on the basis of theory and past research (Canning et al., 2019; Haimovitz & Dweck, 2017; Leslie et al., 2015; Muenks et al., 2020).”
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Self-citationCreating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops
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“Research shows that the achievement gap in courses taught by faculty who endorse fixed-mindset beliefs are twice as large as those in courses taught by faculty who espouse growth mindset beliefs (Canning et al., 2019).”
BackgroundInfluentialWhere and with whom does a brief social-belonging intervention promote progress in college?
Walton, G. M., Murphy, M. C., Logel, C., Yeager, D. S., Goyer, J. P., Brady, S. T., Emerson, K. T. U., Paunesku, D., Fotuhi, O., Blodorn, A., et al. (2023) · Science · doi:10.1126/science.ade4420 · Cited by 131
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Do introductory courses disproportionately drive minoritized students out of STEM pathways?
Hatfield, N. J., Brown, N. P., & Topaz, C. M. (2022) · PNAS Nexus · doi:10.1093/pnasnexus/pgac167 · Cited by 138
“…factors: pedagogy, e.g. traditional lecture versus active learning methods (30); class size; assessment, e.g. high-stakes final exams versus mastery grading; course prerequisites and placement; curriculum; and instructor variables such as whether one holds a fixed versus growth mindset (31).”
BackgroundTeacher mindset is associated with development of students' growth mindset
Mesler, R. M., Corbin, C. M., & Martin, B. H. (2021) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2021.101299 · Cited by 153
Systemic racism in higher education
Barber, P. H., Hayes, T. B., Johnson, T., Márquez-Magaña, L. M., & 10, 2. S. (2020) · Science · doi:10.1126/science.abd7140 · Cited by 159
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“When classroom environments support and encourage students’ growth mindset beliefs, students are far more likely to flourish (Canning et al., 2019; Yeager et al., 2019, 2021).”
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Rege, M., Hanselman, P., Solli, I. F., Dweck, C. S., Ludvigsen, S., Bettinger, E., Crosnoe, R. L., Muller, C. L., Walton, G. M., Duckworth, A. L., et al. (2020) · American Psychologist · doi:10.1037/amp0000647 · Cited by 121
Harris, B. N., McCarthy, P. C., Wright, A. M., Schutz, H., Boersma, K. S., Shepherd, S. L., Manning, L. A., Malisch, J. L., & Ellington, R. (2020) · Ecology and Evolution · doi:10.1002/ece3.6915 · Cited by 145
“For example, a large study (>15,000 students, 150 faculty) found that students enrolled in STEM courses taught by instructors with a fixed mindset earned lower grades than those taught by instructors with a growth mindset (Canning et al., 2019).”
BackgroundInfluentialGendered patterns in the construction of physics identity from motivational factors
Kalender, Z. Y., Marshman, E., Schunn, C. D., Nokes‐Malach, T. J., & Singh, C. (2019) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.15.020119 · Cited by 131
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Equitable and Inclusive Practices Designed to Reduce Equity Gaps in Undergraduate Chemistry Courses
White, K. N., Vincent-Layton, K., & Villarreal, B. J. (2020) · Journal of Chemical Education · doi:10.1021/acs.jchemed.0c01094 · Cited by 120
LaCosse, J., Murphy, M., Garcia, J. A., & Zirkel, S. (2020) · Journal of Educational Psychology · doi:10.1037/edu0000620 · Cited by 92
“In addition, recent research suggests that professors’ self-reported mindset beliefs about the malleability of intelligence can have similar motivational and performance effects for students (Canning et al., 2019; De Kraker-Pauw et al., 2017; Leslie et al., 2015; Rattan et al., 2012).”
BackgroundSelf-citationField courses narrow demographic achievement gaps in ecology and evolutionary biology
Beltran, R. S., Marnocha, E., Race, A. I., Croll, D. A., Dayton, G. H., & Zavaleta, E. S. (2020) · Ecology and Evolution · doi:10.1002/ece3.6300 · Cited by 127
“Thus, broadening participation and achievement of racial minorities in STEM must continue to be an important community goal (Canning et al., 2019; Nielsen et al., 2017).”
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The future of feedback: Motivating performance improvement through future-focused feedback
Gnepp, J., Klayman, J., Williamson, I. O., & Barlas, S. (2020) · PLoS ONE · doi:10.1371/journal.pone.0234444 · Cited by 112
“Recent research, for example, finds that professors with more growth mindsets have students who perform better and report being more motivated to do their best work [76].”
BackgroundAchieving STEM diversity: Fix the classrooms
Handelsman, J., Elgin, S., Estrada, M., Hays, S., Johnson, T., Miller, S., Mingo, V., Shaffer, C., & Williams, J. (2022) · Science · doi:10.1126/science.abn9515 · Cited by 82
Professors Who Signal a Fixed Mindset About Ability Undermine Women’s Performance in STEM
Canning, E. A., Ozier, E. M., Williams, H. E., AlRasheed, R., & Murphy, M. C. (2021) · Social Psychological and Personality Science · doi:10.1177/19485506211030398 · Cited by 94
“…that one’s professor endorses a fixed (vs. growth) mindset has been linked to a host of negative outcomes for students, including greater psychological vulnerability (Muenks et al., 2020), lower motivation (LaCosse et al., 2020; Rattan et al., 2012), and lower grades (Canning et al., 2019).”
BackgroundMethodResultInfluentialSelf-citationBeyond students: how teacher psychology shapes educational inequality
Turetsky, K. M., Sinclair, S. A., Starck, J. G., & Shelton, J. N. (2021) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2021.04.006 · Cited by 111
“Additionally, although teachers’ expression of fixed or non-universal ability beliefs may harm all students [92], members of marginalized social groups may be disproportionately affected due to prevalent negative stereotypes about their ability [28,32,93,94].”
BackgroundEstablishing effective STEM mentoring relationships through mentor training
Stelter, R. L., Kupersmidt, J. B., & Stump, K. N. (2020) · Annals of the New York Academy of Sciences · doi:10.1111/nyas.14470 · Cited by 115
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The Acquisition of Gender Stereotypes about Intellectual Ability: Intersections with Race
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“…if future work were to suggest that minority women are spared from the brunt of race-brilliance stereotypes, that would not mean that they do not face barriers to success in science and other brilliance-oriented fields (e.g., Canning, Muenks, Green, & Murphy, 2019; Ozier, Taylor, & Murphy, 2019).”
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“For example, in a study of roughly 150 STEM instructors by Canning et al. (2019), courses taught by instructors with a fixed mindset had twice as large of an achievement gap between students from privileged and less privileged demographic groups as compared to courses taught by instructors with a…”
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“Previous research showed that teachers who believed in fixed mindsets are more likely to create a more controlling learning environment (Leroy et al., 2007; Canning et al., 2019) and to provide consoling feedback to poor performers (Rattan et al., 2012).”
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“…effectiveness, and their beliefs (e.g. self-efficacy) and feelings (e.g. anxiety) can influence intervention fidelity (Cantrell et al., 2013; Klimes-Dougan et al., 2009) and student motivation and achievement (Anderson et al., 1988; Beilock et al., 2010; Canning et al., 2019; Lumpe et al., 2012).”
BackgroundPersonal and organizational mindsets at work
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“…between underrepresented racial minority (URM) students and non-URM students was nearly twice as large in STEM courses taught by professors who self-reported more fixed mindset beliefs relative to courses taught by professors who self-reported more growth mindset beliefs (Canning et al., 2019).”
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Self-citationA Meta-Analysis on Teachers’ Growth Mindset
Bardach, L., Bostwick, K. C. P., Fütterer, T., Kopatz, M., Hobbi, D. M., Klassen, R. M., & Pietschnig, J. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09925-7 · Cited by 76
“However, relationships between teachers’ growth mindset and student achievement have only rarely been addressed, yielding mixed findings (e.g., Canning et al., 2019; Park et al., 2016).”
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Self-citationUnderstanding Culture Clashes and Catalyzing Change: A Culture Cycle Approach
Hamedani, M., & Markus, H. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.00700 · Cited by 59
Muenks, K. M., Yan, V. X., & Telang, N. K. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.633570 · Cited by 39
Self-citationBelonging in general chemistry predicts first-year undergraduates’ performance and attrition
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Efficiently exploring the causal role of contextual moderators in behavioral science
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Self-citationThe Choice to Make a Difference
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Binning, K. R., & Browman, A. S. (2020) · Social Issues and Policy Review · doi:10.1111/sipr.12066 · Cited by 51
“…that either target both students and external factors (e.g., contextual messages supporting inclusion [Murphy et al., 2018], teachers’ mindsets [Canning et al., 2019]) or that incorporate both expectancy-enhancing and value-sustaining messages (Browman et al., in press) may lift barriers to…”
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African Americans in evolutionary science: where we have been, and what’s next
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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).”
BackgroundHecht, C. A., Bryan, C. J., & Yeager, D. S. (2023) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.2210704120 · Cited by 57
“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., Blackwell, L. S., & Trzesniewski, K. H. (2022) · Psychological Science · doi:10.1177/09567976211061109 · Cited by 75
“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
“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 66
“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 67
“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 60
“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 73
“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 63
Albahrani, A. (2022) · The Journal of Economic Education · doi:10.1080/00220485.2022.2075507 · Cited by 43
“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 64
“, [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 63
“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 and Personality Psychology Compass · doi:10.1111/spc3.12758 · Cited by 48
“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
“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. R., Bledsoe, R. S., & Cortez, Z. (2020) · CBE—Life Sciences Education · doi:10.1187/cbe.19-11-0238 · Cited by 58
“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 56
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 41
Influence of managers’ mindset on leadership behavior
Kouzes, T. K., & Posner, B. Z. (2019) · Leadership & Organization Development Journal · doi:10.1108/lodj-03-2019-0142 · Cited by 82
Batty, L. C., & Reilly, K. (2022) · Journal of Biological Education · doi:10.1080/00219266.2021.2012227 · Cited by 41
“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 53
“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
“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 53
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
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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
“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 51
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“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. B. (2023) · Active Learning in Higher Education · doi:10.1177/14697874231193938 · Cited by 53
“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
“…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
“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).”
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“…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).”
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“[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.”
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Shifting the mindset culture to address global educational disparities
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“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).”
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“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
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“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.”
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“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. N., Osterhage, J. L., & Usher, E. L. (2024) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2024.102280 · Cited by 30
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“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. R., Southern, D. E., Hernandez, T. E., Desir, S., Alleyne, F., & Miller, C. W. (2023) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737231201612 · Cited by 26
“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
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“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
Metadata
- 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 › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Applied Psychology › 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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