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

ABSTRACT

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.

KEYWORDS:

• adolescent
• middle
• quantitative research
• science education
• secondary
• teacher preparation

Additional information

Funding

This material is based upon work supported by the National Science Foundation under Grant No: HRD-1136143. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author and do not reflect the views of the National Science Foundation.