Fixed-Mindset Peers Negatively Predict Long-Run Educational Progress

• In Event: AERA Roundtable Session Friday 1:30 pm Four Seasons Ballroom 4
  In Roundtable Session: Leveraging Peer Relationships and Classroom Dynamics (Table 4)

Abstract

In the United States, Black and Latinx students often face stereotype threats in school. Subtle situational cues, like peers boasting about effortless high scores, can trigger identity threats and convey a lack of belonging for those who struggle. This study examined how peer mindset culture predicts educational progress and achievement disparities. We explored the association between peer mindsets and students' sense of belonging, advanced mathematics course enrollment, and college selectivity. Results showed that fixed-mindset peers significantly hindered Black and Latinx students' progress, especially when the majority of such peers were Asian or White. These findings highlight the role of peer mindsets in perpetuating educational inequality and inform targeted solutions for improving belonging and representation in STEM education.

Authors

• So Yeon Lee, The University of Alabama at Birmingham

• Eunjin Seo, Texas State University

• David Yeager, University of Texas at Austin