STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes
STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes
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DOI：
10.1126/sciadv.aau4734
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发表时间：
2019-02-01
期刊：
影响因子：
13.6
通讯作者：
Murphy, Mary C.
中科院分区：
文献类型：
--
作者：
Canning, Elizabeth A.;Muenks, Katherine;Murphy, Mary C.
科学界的一个重要目标是扩大少数民族在STEM领域的成就和参与。然而，教授对能力固定性的信念可能是一个不知情的和被忽视的障碍，为污名化的学生。一个大学范围内的纵向样本（150名STEM教授和15，000多名学生）的结果显示，由更固定的心态教师教授的课程中的种族成就差距是由更多成长心态教师教授的课程中的成就差距的两倍。课程评估显示，学生们在固定（与成长）心态教师授课的课程中失去了动力，并有更多的负面经历。教师心态信念对学生成绩和动机的预测超出了任何其他教师特征，包括他们的性别、种族/民族、年龄、教学经验或终身教职地位。这些研究结果表明，教师的心态信念有重要的影响，课堂经验和成就的代表性不足的少数民族学生在干。
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.