Abstract:

The ‘Growth Mindset’ implicit theory of intelligence developed by Carol Dweck [1] in 1986, describes how individuals respond to setbacks and why some strive to develop their potential. Those with a ‘growth’ versus a ‘fixed’ mindset do not give up when faced with difficult tasks, and believe that with work, they can develop the needed skills for the task/s. Research has focused on gauging the impact of growth mindset interventions on developing intrinsic motivation, providing them with tools to develop their skills for mastery learning while some have assessed the role of parental mindset/social environment, on children [2]. In our minority (black) institution, and among black students, where ‘stereotype threat’ and ‘imposter syndrome’ undermines academic growth, especially in science and math (STEM), our study on developing a growth mindset is imperative [3]. Key to developing a growth mindset are strong student-student relationship, student-faculty relations. Research with our student participants indicates that group work and relationships with faculty are deeply valued [4]. In general, however, we do not know if manipulation of the course framework can initiate a growth mindset. This research panel aims to present their findings about the infusion of the growth mindset in the syllabus, whereby students can change their performance through chances to improve grades as well as have chances to develop their task related skills through resources and affirmations.

Faculty of our historically black university, will present the application of the principles of ‘growth mindset’ in their courses. Our intent was to leverage the growth mindset and reduce the DFW grades in our courses. Faculty teaching math, biology, social work, special education, English, psychology, public administration, Spanish; will participate in this activity, and present the impact of such the growth mindset infusion in their courses, on student performance and persistence. Examples of infusion of the growth mindset and indices for assessment at different points of the semester will be discussed and presented. Results will be organized by the level (e.g., freshman, seniors) and type of courses (STEM versus STEAM). Methods will be presented in a way that can be replicated by others. Understanding the infusion of the growth mindset in a course and its impact on student academic outcomes and persistence can inform universal teaching and learning practices and outcomes.

References:
[1] Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040–1048. https://doi.org/10.1037/0003-066X.41.10.1040
[2] Mehmet, A. P., & Mehmet, S. V. (2023). Implicit theory of intelligence: growth mindset, 15(3), 451–457. https://doi.org/10.18863/pgy.1163630
[3] Wang, M.-T., Henry, D. A., Wu, W., Toro, J. D., & Huguley, J. P. (2022). Racial stereotype endorsement, academic engagement, mindset, and performance among black and white american adolescents. Journal of Youth and Adolescence, 51(5), 984–1001. https://doi.org/10.1007/s10964-022-01587-4
[4] Talpade, M. & Talpade, S. (2020). Sankofa scale validation: Culturally relevant pedagogy, racial identity, academic confidence, and success. Journal of Instructional Pedagogies,23,1-12. https://www.aabri.com/manuscripts/193093.pdf

Keywords:

Growth mindset, historically black university, multidisciplinary.