Do Student Mindsets Differ by Socioeconomic Status and Explain Disparities in Academic Achievement in the United States?

ABSTRACT: Students from higher-socioeconomic status (SES) backgrounds show a persistent advantage in academic outcomes over lower-SES students. It is possible that students' beliefs about academic ability, or mindsets, play some role in contributing to these disparities. Data from a recent nationally representative sample of ninth-grade students in U.S. public schools provided evidence that higher SES was associated with fewer fixed beliefs about academic ability (a group difference of .22 standard deviations). Also, there was a negative association between a fixed mindset and grades that was similar regardless of a student's SES. Finally, student mindsets were a significant but small factor in explaining the existing relationship between SES and achievement. Altogether, mindsets appear to be associ

SUBMITTER: Destin M 

PROVIDER: S-EPMC7156083 | biostudies-literature | 2019 Jul

REPOSITORIES: biostudies-literature