Mind-Set Matters: Examining Girls' Social-Psychological Experiences in STEM Classroom Contexts

• In Event: Sheraton Roundtable Session 34
  In Roundtable Session: (En)gendering Experience in STEM: Examining Girls and Minoritization in the Sciences

Abstract

Growth mindset and growth classroom climate are known to influence academic experience in STEM education (Blackwell et al., 2007; Walton et al., 2015). Moreover, growth mindsets have shown to impact perceptions of class climate, particularly for women.We tested the prospective relation between growth mindset and perceptions of science class growth climate during middle school (N = 750). Findings revealed girls more growth minded were more likely to increase in perceptions of growth classroom climate over the course of an academic year. Additionally, a growth climate classroom was positively related to sense of belonging and science grades. These findings suggest mindset and growth climate are critical for young girls and accentuates the value of considering classroom climate within STEM.

Authors

• Kristen Budd, Mindset Works, Inc.

• Afiya C. Fredericks, Mindset Works

• Sylvia Rodriguez, Mindset Works

• Tenelle Porter, University of California - Davis

• Kali Trzesniewski, University of California - Davis