Testing a mindset intervention as a resilience factor among Latino/a students in science

Latinos/as experience underachievement and underrepresentation in science. Mindset beliefs contribute to positive academic outcomes among students generally, but are understudied among Latinos/as in science. In this quasi-experimental study, Latino/a students expressed initial mindset-related belief...

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Bibliographic Details
Published in:Journal of Latinos and education 2020-01, Vol.19 (1), p.76-92
Main Authors: Schmidt, Jennifer A., Shumow, Lee
Format: Article
Language:English
Subjects:
Academic Achievement
adolescent
Brain Hemisphere Functions
Comparative Analysis
Disproportionate Representation
Gender Differences
High School Students
Hispanic American Students
Intervention
middle
Middle School Students
Outcomes of Education
Program Descriptions
quantitative research
Resilience (Psychology)
Science Achievement
Science Education
secondary
Self Concept
Student Attitudes
Students
teacher preparation
Underachievement
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Summary:Latinos/as experience underachievement and underrepresentation in science. Mindset beliefs contribute to positive academic outcomes among students generally, but are understudied among Latinos/as in science. In this quasi-experimental study, Latino/a students expressed initial mindset-related beliefs shown to be less generative of success in science than their non-Latino/a classmates. A six-week mindset intervention positively influenced Latinos/as' mindset beliefs and self-perceptions compared to a control group. Gains were generally similar in magnitude for Latino/a and non-Latino/a students, suggesting that mindset may be compensatory rather than protective among Latino/a youth. Gender differences in initial mindset beliefs and response to the intervention are discussed.
ISSN:1534-8431
1532-771X
DOI:10.1080/15348431.2018.1478295