Growth Mindset and Awareness of Systemic Bias: A Mixed Methods Study of STEM Faculty

• In Event: AERA Roundtable Session Friday 1:30 pm Four Seasons Ballroom 4
  In Roundtable Session: Teachers' Experiences in STEM (Table 10)

Abstract

The present study examines STEM faculty as agents for change in STEM education by studying (a) their attitudes about the flexible nature of intelligence, (b) their awareness of systemic barriers in STEM, and (c) their personal experiences in STEM education. 240 Biology faculty reported their growth mindset (M =3.89; SD = .88) and critical consciousness beliefs (M = 3.80; SD = .73) in an online survey. Confirming hypotheses, critical consciousness predicted culturally relevant pedagogies controlling for growth mindset. Additionally, faculty discussed mentorship experiences, identity-based challenges, familial obligations in relation to their own career journeys. As policies and shifting political climates introduce conflict in the classroom, it is important to understand the experiences of these critical actors for STEM education.

Authors

• Tiani Perkins, University of Massachusetts - Amherst

• Nilanjana Dasgupta, University of Massachusetts - Amherst