STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes

An important goal of the scientific community is broadening the achievement and participation of racial minorities in STEM fields. Yet, professors’ beliefs about the fixedness of ability may be an unwitting and overlooked barrier for stigmatized students. Results from a longitudinal university-wide...

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Detalles Bibliográficos
Autores principales: Canning, Elizabeth A., Muenks, Katherine, Green, Dorainne J., Murphy, Mary C.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Association for the Advancement of Science 2019
Materias:
Research Articles
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6377274/
https://www.ncbi.nlm.nih.gov/pubmed/30793027
http://dx.doi.org/10.1126/sciadv.aau4734

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6377274/
https://www.ncbi.nlm.nih.gov/pubmed/30793027
http://dx.doi.org/10.1126/sciadv.aau4734

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