Who Holds a Fixed Mind-Set and Who Does It Harm in High School Mathematics?

• In Event: Advances in Mind-Set Research

Abstract

Research on theories of intelligence has shown that students with growth mindsets tend to outperform those with fixed mindsets in mathematics. However, most research has not examined whether holding a particular mindset varies by subgroup, including gender, ethnicity, socioeconomic status, or achievement level, or whether holding fixed mindsets is particularly detrimental for any of these subgroups. Using a nationally representative dataset, we find that white students and students with higher socioeconomic statuses are more likely to view intelligence as a fixed trait than nonwhites and students from lower socioeconomic backgrounds. We also find that students with fixed mindsets and the lowest prior achievement scores experienced the greatest decrease in their 12th grade math achievement scores relative to the highest achievers.

Authors

• NaYoung Hwang, University of California - Irvine

• Marcela Reyes, California State University - Irvine

• Jacquelynne Eccles, University of California - Irvine