Math, Mindset, and Growth: Building Quantitative Competencies in All
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Abstract
Broadening access and participation in Science, Technology, Engineering, and Mathematics (STEM) is a central policy goal (NSF, 2020), yet inequalities in quantitative skills emerge prior to higher education and can be a barrier for greater inclusion and retention of diverse, previously under-resourced, and/or underrepresented students in STEM and STEM adjacent education (such as economics). Quantitative skill building programs offer one potential solution; however, students may enter these programs with preconceived self-assessments or mindsets that may influence their success. In this paper, we examine a required conditional admission mathematics and statistics curriculum for incoming master's students, where we designed and implemented a Menu of Growth Mindset Interventions (e.g., growth mindset training for students and teachers, growth-oriented feedback, and credit for effort/low-stakes assessment). We study three student cohorts and find statistically significant improvements within-subjects from pre- to post-course in student mindset towards growth (an effect size of 0.49 standard deviation (s.d.)), self-efficacy, and performance (improvements between 27 and 50 percentage points, with large effect sizes ranging between 1.11 and 2.50 s.d., respectively). Additionally, we follow up with students up to three semesters later and find students report continued use of growth mindset strategies to support themselves and their peers. This suggests growth mindset interventions can spillover to non-treated students.
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