Today’s Webinar will begin shortly Improving Academic Achievement: Effects of Stereotypes, Beliefs about Intelligence, and Belonging There TWO ways to hear the audio portion of this webinar: A recording of today’s webinar will be available at: Streaming audio through your computer’s speakers Via Telephone: US/Canada: Meeting ID:

Introduction (5 minutes) Guest Speakers (45 minutes) Catherine Good, Assistant Professor of Psychology at Baruch College, CUNY Q & A (10 minutes) Improving Academic Achievement: Effects of Stereotypes, Beliefs about Intelligence, and Belonging A recording of today’s webinar will be available at:

Improving Academic Achievement: Effects of Stereotypes, Beliefs about Intelligence, and Belonging Catherine Good Baruch College, City University of New York A recording of today’s webinar will be available at:

Imagine a classroom in which all students… Create a learning community in which students and teachers work together to increase everyone’s knowledge Feel comfortable enough to take risks and participate in class Engage in meaningful discussions about content with the teacher and their fellow students Understand that learning takes effort and persistence A recording of today’s webinar will be available at:

“In the perception of society my athletic talents are genetic; I am a likely mugger- rapist; my academic failures are expected; and my academic successes are attributed to others. To spend most of my life fighting these attitudes levies an emotional tax that is a form of intellectual emasculation” -Dr. Neil de Grasse Tyson A recording of today’s webinar will be available at:

Unpleasant apprehension arising from the awareness of a negative ability stereotype in a situation where the stereotype is relevant, and thus confirmable. Stereotype Threat Steele & Aronson, 1995 A recording of today’s webinar will be available at:

Stereotype Threat Effects on Black Students’ Performance Steele & Aronson, 1995 A recording of today’s webinar will be available at:

Additional Studies Finding Performance Effects Women taking math tests (Good, Aronson & Harder, 2008; Spencer, Steele, & Quinn 1999). Latinos taking verbal tests (Aronson & Salinas, 1997). Low SES students taking verbal tests (Croizet & Claire, 1998). Blacks and miniature golf (Stone, 2002). White males taking math tests when compared to Asians (Aronson, Lustina, Good, Keough, Steele, & Brown, 1999). A recording of today’s webinar will be available at:

A recording of today’s webinar will be available at:

Negative Stereotype Questions ability Underperformance A recording of today’s webinar will be available at:

Negative Stereotype Questions ability Underperformance A recording of today’s webinar will be available at:

Imagine a student who received a 65% on a math test. His/Her grade on the test = _______% lack of hard work + ________% lack of math intelligence. A recording of today’s webinar will be available at:

Implicit Theories of Intelligence Dweck, 1999 Entity Theorists Incremental Theorists A recording of today’s webinar will be available at:

Implicit Theories of Intelligence Dweck, 1999 Intelligence is fixed –Trait largely determined by nature Intelligence is malleable –Quality that can be increased through nurture Entity Theorists Incremental Theorists A recording of today’s webinar will be available at:

Implicit Theories of Intelligence Dweck, 1999 Intelligence is fixed –Trait largely determined by nature Intelligence is malleable –Quality that can be increased through nurture Entity Theorists Incremental Theorists Desire similar outcome achieving good scores, doing “well” A recording of today’s webinar will be available at:

Implicit Theories of Intelligence Dweck, 1999 Intelligence is fixed –Trait largely determined by nature Intelligence is malleable –Quality that can be increased through nurture Entity Theorists Incremental Theorists Desire similar outcome achieving good scores, doing “well” Different motivation for pursuing this outcome A recording of today’s webinar will be available at:

Implicit Theories of Intelligence Dweck, 1999 Intelligence is fixed –Trait largely determined by nature Intelligence is malleable –Quality that can be increased through nurture Entity Theorists Incremental Theorists Learning goals –seeking to develop ability Performance goals –seeking to validate ability Desire similar outcome achieving good scores, doing “well” Different motivation for pursuing this outcome

Implicit Theories of Intelligence Dweck, 1999 Intelligence is fixed –Trait largely determined by nature Intelligence is malleable –Quality that can be increased through nurture Entity Theorists Incremental Theorists Learning goals Performance goals Desire similar outcome achieving good scores, doing “well” Different motivation for pursuing this outcome “The main thing I want when I do my school work is to show how good I am at it.” “In school I am always seeking opportunities to develop new skills and acquire new knowledge.”

Implicit Theories of Intelligence Dweck, 1999 Entity Theorists Incremental Theorists GoalLook smart, even if sacrificing learning Learn new things, even if hard or risky A recording of today’s webinar will be available at:

Implicit Theories of Intelligence Dweck, 1999 Entity Theorists Incremental Theorists GoalLook smart, even if sacrificing learning Learn new things, even if hard or risky FailureMeans low intelligenceMeans low effort; poor strategy A recording of today’s webinar will be available at:

Implicit Theories of Intelligence Dweck, 1999 Entity Theorists Incremental Theorists GoalLook smart, even if sacrificing learning Learn new things, even if hard or risky FailureMeans low intelligenceMeans low effort; poor strategy EffortMeans low intelligenceIs the path to increased intelligence A recording of today’s webinar will be available at:

Implicit Theories of Intelligence Dweck, 1999 Entity Theorists Incremental Theorists GoalLook smart, even if sacrificing learning Learn new things, even if hard or risky FailureMeans low intelligenceMeans low effort; poor strategy EffortMeans low intelligenceIs the path to increased intelligence Strategy after difficultyLess effortIncrease effort A recording of today’s webinar will be available at:

Implicit Theories of Intelligence Dweck, 1999 Entity Theorists Incremental Theorists GoalLook smart, even if sacrificing learning Learn new things, even if hard or risky FailureMeans low intelligenceMeans low effort; poor strategy EffortMeans low intelligenceIs the path to increased intelligence Strategy after difficultyLess effortIncrease effort Performance after difficulty ImpairedEqual or improved A recording of today’s webinar will be available at:

Academic Youth Development Treisman, Good, Aronson, S., & Aronson, in progress A recording of today’s webinar will be available at:

Interaction between Sex and Condition: F (3, 125) = 2.98, p <.05 Reducing Stereotype Threat (Good, Aronson, & Inzlicht, 2003) A recording of today’s webinar will be available at:

Interaction between Sex and Condition: F (3, 125) = 2.98, p <.05 Reducing Stereotype Threat (Good, Aronson, & Inzlicht, 2003) A recording of today’s webinar will be available at:

Incremental Theories Change Threat to Challenge (Aronson & Good, in preparation) A recording of today’s webinar will be available at:

Incremental Theories Change Threat to Challenge (Aronson & Good, in preparation) A recording of today’s webinar will be available at:

How can stereotype threat be reduced? Reassure race/gender fair testing Directly teach students about the malleability of intelligence A recording of today’s webinar will be available at:

What characteristics in the learning environment affect students’ academic choices and outcomes? A recording of today’s webinar will be available at:

Negative Stereotype Questions ability Underperformance A recording of today’s webinar will be available at:

Negative Stereotype Questions ability Questions belonging Underperformance A recording of today’s webinar will be available at:

Negative Stereotype Questions ability Questions belonging Underperformance A recording of today’s webinar will be available at:

Negative Stereotype Questions ability Questions belonging Underperformance Under-representation A recording of today’s webinar will be available at:

Negative Stereotype Questions ability Questions belonging Underperformance Under-representation A recording of today’s webinar will be available at:

Belonging What determines who “belongs” in an academic domain? A recording of today’s webinar will be available at:

Sense of Belonging A recording of today’s webinar will be available at:

When I am in a math setting… Membership –I typically have felt that I belong to the math community. Acceptance –I feel like an outsider. –I feel accepted. Affect –I feel anxious. –I feel comfortable. Desire to Fade –I want to fade into the background and not be noticed. Trust –I trust my instructors to be committed to helping me learn. Sense of Belonging to Math (Good, Dweck, & Rattan, under review) A recording of today’s webinar will be available at:

Entity Theory –People in my math class believe that people have a certain amount of math intelligence and they can’t really do much to change it. Stereotyping –People in my math class believe that females are not as good as males in math. Perceptions of the Environment A recording of today’s webinar will be available at:

High Stereotyping Low Stereotyping Sense of Belonging Effect of Environment on Sense of Belonging to Math And Math Grades (Good, Dweck, & Rattan, in preparation)

High Stereotyping Low Stereotyping Sense of Belonging Effect of Environment on Sense of Belonging to Math And Math Grades (Good, Dweck, & Rattan, in preparation)

High Stereotyping Low Stereotyping Sense of BelongingMath Grades

High Stereotyping Low Stereotyping Sense of BelongingMath Grades Effect of Environment on Sense of Belonging to Math And Math Grades (Good, Dweck, & Rattan, in preparation)

Negative Perceptions Of Environment Sense of Belonging Sense Of Belonging A recording of today’s webinar will be available at:

Negative Perceptions Of Environment Sense of Belonging Math Grades Sense Of Belonging A recording of today’s webinar will be available at:

Negative Perceptions Of Environment Sense of Belonging Math Grades Sense Of Belonging A recording of today’s webinar will be available at:

Negative Perceptions Of Environment Sense of Belonging Math Grades Sense Of Belonging Intent to take Math in the Future A recording of today’s webinar will be available at:

Interaction between Sex and Condition: F (1, 67) = 3.20, p <.10 Increasing Sense of Belonging (Good & Iaffaldano, in progress) * * A recording of today’s webinar will be available at:

Interaction between Sex and Condition: F (1, 67) = 3.20, p <.10 Increasing Sense of Belonging (Good & Iaffaldano, in progress) * * A recording of today’s webinar will be available at:

Sense of Belonging and Stereotype Threat (Good & Iaffaldano, in progress) * * Sense of Belonging to Math A recording of today’s webinar will be available at:

Sense of Belonging and Stereotype Threat (Good & Iaffaldano, in progress) * * Intent to Pursue Math in the Future A recording of today’s webinar will be available at:

What is the role of teachers in reducing stereotype threat? A recording of today’s webinar will be available at:

Imagine a student who received a 65% on a math test. His/Her grade on the test = _______% lack of hard work + ________% lack of math intelligence. How much do you believe that (s)he got a 65% on the test because (s)he is not smart enough in math? A recording of today’s webinar will be available at:

Effects of Teachers’ Theories on Teaching Practices (Good, Rattan, & Dweck, in progress) When given an entity theory of math intelligence, teachers endorse teaching practices that –Convey a fixed view of intelligence, such as praising underlying intelligence –Reduce opportunities to work on challenging problems –De-emphasize the role of effort in outcomes A recording of today’s webinar will be available at:

When given an incremental theory of math intelligence, teachers endorse teaching practices that –Convey a malleable view of intelligence, such as praising effort –Increase opportunities to work on challenging problems –Emphasize the role of effort in outcomes Effects of Teachers’ Theories on Teaching Practices (Good, Rattan, & Dweck, in progress) A recording of today’s webinar will be available at:

Classroom learning experience with emphasis either on incremental or entity view of math intelligence Stereotype Threat manipulation DV –Math test performance –Sense of belonging –Desire to continue in math Effects of Incremental and Entity Classrooms on Vulnerability to Stereotype Threat (Good, Rattan, & Dweck, under review) A recording of today’s webinar will be available at:

Entity Math Lesson Was always a good math student, amazing his teachers with quick, effortless solutions to math problems others could not solve. Because of his natural ability, he became one of the brightest mathematicians of all time. A recording of today’s webinar will be available at:

Incremental Math Lesson Was not always a good math student, but at some point in his life, he decided to cultivate his math skills. Because of his interest and dedication, he became one of the brightest mathematicians of all time. A recording of today’s webinar will be available at:

Sense of Belonging * * Main Effect of Classroom Condition, F (1, 196) = 5.97, p =.02

Sense of Belonging * * Main Effect of Classroom Condition, F (1, 196) = 5.97, p =.02

Future Math Plans * * Main Effect of Classroom Condition, F (1, 196) = 5.97, p =.02

Future Math Plans * * Main Effect of Classroom Condition, F (1, 196) = 5.97, p =.02

Math Performance * * Main Effect of Classroom Condition, F (1, 196) = 5.97, p =.02

Math Performance Main Effect of Classroom Condition, F (1, 196) = 5.97, p =.02 * *

What about gender differences? Within an entity learning environment, stereotype threat led to males having higher –Math performance –Sense of belonging –Intent to take math in the future A recording of today’s webinar will be available at:

What about gender differences? Within an entity learning environment, stereotype threat led to males having higher –Math performance –Sense of belonging –Intent to take math in the future Within an incremental learning environment, there were no gender differences on –Math performance –Sense of belonging –Intent to take math in the future A recording of today’s webinar will be available at:

Conclusions Ensuring learning environments that convey incremental views of intelligence can –Help students maintain a Sense of Belonging –Help students choose to remain in academics –Help maintain high performance …even in the face of negative stereotypes A recording of today’s webinar will be available at:

Recommendations for Reducing Stereotype Threat Directly encourage incremental views of intelligence, perhaps rooted in neuroscience Create an incremental-oriented learning environment. –Teach from an incremental perspective –Emphasize effective effort –Re-frame meaning of assessments –Use appropriate praise Create a sense of belonging for all students –Belongingness not determined by high achievement, but by dedication, interest, and engagement A recording of today’s webinar will be available at:

How to create incremental environments and high sense of belonging for students at the Classroom level Department level School level District level A recording of today’s webinar will be available at:

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