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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...
| Autores principales: | , , , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
| Publicado: |
American Association for the Advancement of Science
2019
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| Materias: | |
| 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 |