Impact of faculty mind set on student success
Canning, E.A., Muenks, K., Green, D.J., Murphy, M. 2019. STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes Science Advances 15 Feb 2019: Vol. 5, no. 2, eaau4734 DOI: 10.1126/sciadv.aau4734
"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. "
David Leaf onto Inclusion