In STEM, Professors' Beliefs About Student Intelligence Affect Student Outcomes (1 of 1) (IMAGE)

American Association for the Advancement of Science (AAAS)

In STEM, Professors' Beliefs About Student Intelligence Affect Student Outcomes (1 of 1)

Caption

A study by Indiana University social psychologists has found that professors' beliefs about intelligence play a measurable role in the success of students in science, technology, engineering and math, especially underrepresented minorities. This material relates to a paper that appeared in the Feb. 15, 2019, issue of Science Advances, published by AAAS. The paper, by E.A. Canning at Indiana University in Bloomington, IN, and colleagues was titled, "STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes."

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Indiana University

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