Promoting Success and Thriving

  • Canning, E. A., Muenks, K., Green, D. J., & Murphy, M. C. (2019). STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classesScience Advances, 5, eaau4734. DOI: 10.1126/sciadv.aau4734.
  • Byline summary: Faculty members inadvertently may have general “mindsets” about their students’ abilities, and this can be especially detrimental to minority students in STEM fields. When taught by STEM faculty who believe that student abilities are fixed – a “fixed” mindset – students had worse course experiences than when taught by STEM faculty who believe students’ abilities are changeable. Minority students were especially affected by this. This suggests the need for faculty members to be aware of their entrenched beliefs about whether student abilities are fixed or malleable.
  • Updated August 3rd, 2020
  • Belanger, A. L., Joshi, M. P., Fuesting, M. A., Weisgram, E. S., Claypool, H. M., & Diekman, A. B. (2020). Putting belonging in context: Communal affordances signal belonging in STEMPersonality and Social Psychology Bulletin, Advance online publication. https://doi.org/10.1177/0146167219897181.
  • Byline summary: This research shows that endorsing cooperating and relational roles, such as collaborating with others or serving a community in science settings increases female science students’ feelings of being accepted in the science division. Female students in STEM fields who perceived or were led to perceive greater opportunities for face-to-face communication and mentoring working in a science lab showed a higher sense that they are a valued member of the fields, consequently leading to greater interests in pursuing science career. This research recommends instilling cooperative and relational norms and practices in STEM fields in order to increase women’s representation.
  • Updated August 3rd, 2020
  • Woodcock, A., Hernandez, P. R., Estrada, M., & Schultz, P. (2012). The consequences of chronic stereotype threat: domain disidentification and abandonment. Journal of Personality and Social Psychology, 103, 635-646. https://doi.org/10.1037/a0029120.
  • Byline summary: Stereotype threats refer to situational threats in which individuals feel themselves to be at risk of confirming negative stereotypes about their social groups. This three-year longitudinal study among Black and Latinx students found that persistent experiences of feeling they may not belong in science led them to become disinterested in science. Notably, however, this effect was reduced among Black students in educational institutions with higher racial diversity. It suggests that keeping Black students interested and identified with science requires promoting racial diversity in educational institutions and addressing stereotype threat.
  • Suggested video clip talkingn about stereotype threats: https://www.youtube.com/watch?v=8ojddhyvTjI
  • Updated Novermber 2nd, 2020
  • Bedyńska, S., Krejtz, I., Rycielski, P., & Sedek, G. (2020). Stereotype threat as an antecedent to domain identification and achievement in language arts in boys: a cross‑sectional study. Social Psychology of Education. Advance online publication. https://doi.org/10.1007/s11218-020-09557-z.
  • Byline summary: Being stereotyped not only feels bad, but also leads one to underperform in ways that confirm a stereotype. This has been called stereotype threat (feeing at risk of conforming to beliefs about one’s group). This research examined how male students in language arts – a field in which they are underrepresented – became less identified with, and performed worse in, language arts.
  • This is a partner article with Woodcock et al. (2012)'s article. 
  • Updated Novermber 2nd, 2020

Purdue University, 610 Purdue Mall, West Lafayette, IN 47907, (765) 494-4600

© 2017 Purdue University | An equal access/equal opportunity university | Copyright Complaints | Maintained by the College of Health and Human Sciences

Trouble with this page? Disability-related accessibility issue? Please contact the Consortium at consortium@purdue.edu.