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

cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_6377274

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      - 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.
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        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
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        experiences and achievement of underrepresented minority students in STEM.
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        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.
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