Original paper
STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes
Abstract
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...
Paper Details
Title
STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes
Published Date
Feb 1, 2019
Journal
Volume
5
Issue
2
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Notes
History