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

“A multilevel regression model accounted for the nested nature of the data (students nested within courses, nested within faculty) and controlled for confounding factors such as students’ previous achievement (SAT scores) and all available course and faculty characteristics (17).”

“Classic findings regarding the influence of teacher beliefs on students’ performance demonstrate that when teachers have lower expectations for their students, those students become less motivated and perform more poorly in those teachers’ classes (10).”

“Consistent with other recent research in STEM contexts (e.g., Canning et al., 2019), students identifying as White or Asian students were considered majority status.”

“…in STEM are known to be disproportionately harmful for learners experiencing additional stereotype-based threats to belonging and self-efficacy, such as for women and racial minorities (Canning et al., 2019; Castellanos, 2018; Koch et al., 2008; Rypisi et al., 2009; Steffens & Jelenec, 2011).”

“A 2019 longitudinal survey sampled 150 STEM professors and revealed racial achievement gaps in courses taught by biased faculty were twice as large as the achievement gaps in courses taught by unbiased faculty (Canning et al., 2019).”

“One longitudinal field study found that even as all students performed worse in STEM classes taught by professors who endorsed a fixed (rather than growth) mindset, this harm was greatest for racially minoritized students (Canning et al., 2019).”

“Finally, the faculty mentor’s own training, mindset, and biases play an important role beyond the scope of discussion here (Canning et al., 2019).”

“Likewise, Canning et al. (2019) recently demonstrated that, when courses are taught by faculty who have fixed mindset beliefs, racial achievement gaps are twice as large as those observed in courses taught by growth mindset faculty.”

“Previous studies have supported the validity of the mindset- by-context framework (Bernardo et al., 2021; Canning et al., 2019; Lou & Li, 2023).”

“Educators ’ beliefs about whether intelligence is fi xed at birth are related to their students ’ achievement, especially among stigmatized groups 41 .”

“…(e.g., having only one midterm and one final exam that give students few opportunities to demonstrate their learning; Kroeper et al., 2022), leading them to experience lower motivation and performance (Canning et al., 2019; LaCosse et al., 2021; Muenks et al., 2020, 2021; Rattan et al., 2018).”

“Various instructional platforms ultimately led to a new teaching model that combined online teaching and autonomous learning (Canning et al., 2019; Sharma and Bhaskar, 2020).”

“2015) and had larger racial achievement gaps (Canning et al. 2019).”

“Student evaluations in classes taught by fixed mindset faculty indicated a negative educational climate [9].”

“Teachers with fixed mindsets demotivated students based on an analysis of their course evaluations (Canning et al., 2019), showing that teachers’ fixed mindsets can demotivate students and lead to more negative classroom experiences.”

“Indeed, a growing body of evidence demonstrates that students are sensitive to instructor mindsets about student abilities, with consequences for their motivation, engagement, and achievement (e.g., Canning et al., 2019; Muenks et al., 2020).”

“Additionally, an important barrier to implementation of interventions focused on students’ implicit assumptions is the fact that instructors themselves exhibit significant variability in their implicit assumptions about students’ abilities, and this variability is associated with differential student outcomes (45).”

“Academics’ mindset could also widen inequities – as a fixed mindset in academics was more strongly associated with lower course performance among Black, Latino, and Indigenous students than among White and Asian students (Canning et al., 2019).”

“, whether they have growth or fixed mindset about their students’ potential) can impact students’ performance especially for underrepresented student groups [75].”

“Additional research could assess other contextual factors that may enhance or dampen intervention effects, such as assessing instructor and administrators’ growth mindset beliefs and behaviors (e.g., Canning et al., 2019; Wang et al., 2020).”

“…study at a large research university in the United States that involved 150 STEM instructors from 13 different science disciplines including physics 110 found that instructors who had a fixed mindset regarding their students’ abilities had achievement gaps in their courses between white and ERM…”

“In contrast, ignoring diversity or “not seeing color” in the classroom may lead to chilly classroom climates (Canning et al., 2019; Suárez-Orozco et al., 2015).”

“These items were also adapted from previous research (Canning et al., 2019).”

“In addition, focus on growth can lead to increased student motivation [34].”

“…differing beliefs reflect the current work examining instructor growth versus fixed mindsets and the impacts these beliefs can have on student success, particularly for students from minoritized populations (Canning et al., 2019; Fuesting et al., 2019; LaCosse et al., 2021; Muenks et al., 2020).”

“…they are aiming to develop in students, this can have a disproportionate negative effect on the motivation and achievement levels of students, particularly those from minorities about which there exists a negative stereotype related to performance in the discipline concerned (Canning et al., 2019).”

“For example, research investigating achievement gaps in STEM conducted with 150 instructors in 13 different STEM disciplines [181] found that the achievement gaps between PEERs and non-PEERs in the STEM courses taught by instructors who had a fixed mindset about their students’ Review potential…”

“Indeed, prior research has found that the effects of actual or perceived professor mindset on students’ psychological, motivational, and performance outcomes are moderated by gender (LaCosse et al., 2021) and race (Canning et al., 2019) in a STEM context.”

“Importantly, research suggests that it is not only student beliefs that matter, but that STEM (science, technology, engineering, mathematics) faculty mindsets may have ripple effects on students’ performance and motivation (Canning et al. 2019; Dweck 2014b).”

“Teachers of all skill levels interact more with male students than female students (Canning et al., 2019).”

“These interventions can be used at the beginning of the term, but the culture of the class must be consonant with the message of the interventions (Canning et al., 2019).”

“Students are in class to learn new skills, not to show off previous skills (Canning et al., 2019).”

“Lack of access to and discrimination in higher education has nurtured unacceptable achievement gaps between under-represented minorities (URM) and non-URMwhite and Asian students across STEM fields, threatening the expertise, breadth, and perspective of future STEM professions, and limiting social mobility for URMs in…”

“A growth mind-set has positive consequences for student development, as faculty beliefs that student abilities are malleable, rather than fixed, are associated with increased performance in STEM courses (Canning et al., 2019).”

“Instructors’ mindset has been shown to influence pedagogical decisions (Rattan et al., 2012; Aragón et al., 2018; Canning et al., 2019; Ferrare, 2019; Bathgate et al., 2019a; Richardson et al., 2020).”

“…2015) for a number of reasons, including: the stereotypes about who can be successful favor individuals who are White, Asian, and/or male (e.g., Canning et al., 2019); the lack of diverse representation of students and faculty from different racial, ethnic, and socioeconomic backgrounds (e.g.,…”

“Interconnected model of professional growth (Clarke & Hollingsworth, 2002) Beliefs about teaching Read Instructor Mindset paper (Canning et al., 2019)”

“There is an approaching stage by giving new ideas, creativities, and innovations to students in accordance with the students' abilities, due to learning mathematics in class can provide optimal results (Abdurrahman, Nurulsari, et al., 2019; Canning et al., 2019; Morgan et al., 2019; Pradubthong et al., 2018; Trevallio…”

“…instructors may communicate to students key information about the school in general, as evidenced by a growing literature that connects instructors’ mindset beliefs to important studentlevel motivation and achievement outcomes (Canning et al., 2019; Muenks et al., 2020; LaCosse et al., 2020).”

“Self-reported and student-perceived teachers’ mindsets have been linked to various psychological and achievement outcomes of students (Canning et al., 2019; LaCosse et al., 2021; Muenks et al., 2020).”

“The theory of mindset has the potential to bring a positive change in mathematics education, which could enable teachers to make mathematics less frustrating, while possibly also improving students’ learning outcomes (e.g. Boaler, 2016; Canning et al., 2019).”

“Canning et al. (2019) found that university students whose instructors endorsed stronger fixed mindsets about intelligence (i.e., that “some students ‘have it’ and other students don’t”) reported that their instructors were less likely to motivate them to do their best work and less likely to…”

“Teacher mindsets have been shown to impact their teaching, assessment and feedback strategies, which in turn influence motivation and achievement in students (Butler 2000; Rattan et al. 2012; Canning et al. 2019).”

“These studies indicate that teachers' growth mindsets are associated with improvements in academic achievement, particularly for marginalized students (Canning et al., 2019; Hecht, Bryan, & Yeager, 2023; Hecht, Gosling, et al., 2023).”

“By emphasizing the malleability of intelligence and the value of resilience, educators can counteract negative ste-reotypes and instill confidence in students who may face systemic barriers or feel marginalized within STEM disciplines (Canning et al., 2019, 2021).”

“…practices in real-world classrooms may not be discrete, stand-alone behaviors but rather quite interrelated patterns of behavior, perhaps arising from teachers’ underlying beliefs about teaching and learning (Canning et al., 2019; Dicke et al., 2021; Rattan et al., 2012; Stipek et al., 2001).”

“There is growing evidence that the mindset of STEM instructional staff affect student performance, and that this effect is particularly strong for students from under-represented groups [15, 16] The two modules are primarily informational, focusing on research papers.”

“…and achievement (e.g., Blackwell et al., 2007; Burnette et al., 2013; Costa & Faria, 2018), but only a few studies have begun to demonstrate the role of teachers’ own mindsets in the quality of their teaching styles (Canning et al., 2019; Rattan et al., 2012; Sun, 2015; Vermote et al., 2020).”

“Positive attitude and supportive instructors (which active learning can induce as part of its activities) have been shown to induce higher academic achievements from low-performing students and to narrow the performance gap (48, 49).”

“This structure helps with maintaining continuity of classroom culture, one that explicitly emphasizes a growth mindset (Dweck, 1999; Canning et al. , 2019), with instructors consistently messaging that everyone is capable of success (Cohen et al. , 1999).”

“Whether through mentoring or not, fostering a growth mindset in both students and faculty also has the potential to improve learning outcomes for all students (48), and particularly for marginalized students (49).”

“In a study at the college level when faculty members firmly believed that intelligence is fixed there were greater racial achievement gaps (Canning et al., 2019).”

“Research on mindsets in educational settings has demonstrated that the mindset of the teacher can be as impactful (if not more so) as that of the student, in terms of a student’s beliefs about their own abilities in the classroom, and ostensibly, to solve-problems (Seaton, 2018; Canning et al., 2019; Frondozo et al.,…”

“Prior studies have established that perceived classroom mindset beliefs can predict psychological distress (Canning et al., 2019, 2022; LaCosse et al., 2021; Muenks et al., 2020; Yeager & Dweck, 2023; Yeager et al., 2022).”

“…on student deficits due to a lack of cultural competency and awareness (Lett and Wright, 2003; Espinosa, 2011; Leggon, 2011; Strayhorn et al. , 2013; McGee, 2016; National Academies of Sciences, Engineering, and Medicine, 2016; Alonzo et al. , 2019; Canning et al. , 2019; Miriti, 2020).”

“The literature also supports that learners gain more benefit from a growth mindset intervention if educators themselves have a growth mindset [32, 33].”

“, the belief that intelligence is malleable) reported more negative experiences in their courses (Canning et al., 2019).”

“Canning, Meunks, Green and Murphy analyzed self-reported mindset beliefs of STEM faculty as a predictor of student performance of 150 professors and more than 15,000 students across 634 STEM courses [3].”

“Thus the workshop must address fundamental instructor beliefs about how students learn and what experiences support better learning outcomes [3,12].”

“…(Moos and Moos, 1978; Kwong and Davis, 2015; Zysberg and Schwabsky, 2021), instructor gender (Harris et al. , 2020), instructor mindset (Dweck, 2008; Canning et al. , 2019; Muenks et al. , 2020), and the specific type of summative assessments utilized by faculty (such as multiple choice exams,…”

“Furthermore, whether an instructor endorses a growth (vs. fixed) mindset culture is a stronger predictor of achievement and motivation than any other instructor characteristic (e.g., gender, race/ethnicity, and teaching experience; Canning et al. , 2019).”

“5,26 While these studies are insightful, they were conducted at predominantly White and selective institutions within the general STEM context.”