Testing a Mind-Set Intervention as a Resilience Factor Among Latina/o Students in Science

• In Event: 73.053 - Kindergarten Through 12th Grade

Abstract

Latino/a students have tended to struggle in science. Although mindset contributes to the resiliency of STEM students generally, it has been understudied as a way of promoting Latino/a students’ success. This quasi-experimental study focuses on 707 young adolescent students in science class. Similar to other students who have been marginalized, Latino/a students’ initial mindset-related beliefs and self-perceptions were less promotive of success in science than their non-Latino/a classmates. A six-week mindset intervention positively influenced Latino/a students’ mindset beliefs and self-perceptions about science compared to a control group. Despite speculation that the intervention would have a more positive influence for students who are marginalized in science, gains were not greater for Latino/a than nonLatino/a students, except for stress reduction.

Authors

• Lee Shumow, Northern Illinois University

• Jennifer A. Schmidt, Michigan State University

• Hayal Zeynep Kackar-Cam, Northern Illinois University

• Aldo Chopitea Rodriguez, Northern Illinois University