The DOI matches its Crossref record; 33 of the 45 references it cites were found in a registry or an index.
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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Citations
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Cited by
Sorted by citations
Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., et al. (2020) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1916903117 · Cited by 1,387
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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).”
BackgroundResultInfluentialSelf-citationMuenks, K., Canning, E. A., LaCosse, J., Green, D. J., Zirkel, S., Garcia, J. A., & Murphy, M. (2020) · Journal of experimental psychology. General · doi:10.1037/xge0000763 · Cited by 212
Self-citation
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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