Difference between revisions of "Biology is not destiny"

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(Emphasize that biology is not destiny.)
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==Emphasize that biology is not destiny.==
 
==Emphasize that biology is not destiny.==
  
Students can be stuck in the mindset that intelligence is inherent and in turn cannot be expanded.  Students who identify with groups underrepresented in a particular academic field, such as economics, may get a message that they are less capable of contributing to that field.   
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Students can be stuck in the mindset that intelligence is inherent and thus cannot be expanded.  Students who identify with groups underrepresented in a particular academic field, such as economics, may get a message that they are less capable of contributing to that field.   
  
  
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*Intelligence is malleable.  Burgeoning evidence in cognitive psychology and neuroscience demonstrates the malleability of intelligence and the plasticity of the brain. (See, for instance, Jaeggi, et al., 2008.)
 
*Intelligence is malleable.  Burgeoning evidence in cognitive psychology and neuroscience demonstrates the malleability of intelligence and the plasticity of the brain. (See, for instance, Jaeggi, et al., 2008.)
 
*Math ability can be developed.  Don't accept a student's statement that she is not a "math person."
 
*Math ability can be developed.  Don't accept a student's statement that she is not a "math person."
*Economic intuition can be developed.  Why else do we teach?
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*Economic intuition can be acquired.  Why else do we teach?
 
*Race and gender are social constructions.
 
*Race and gender are social constructions.
 
*Academic skills and abilities are acquired through hard work, making mistakes, and perseverance.
 
*Academic skills and abilities are acquired through hard work, making mistakes, and perseverance.

Revision as of 12:56, 4 November 2011

Emphasize that biology is not destiny.

Students can be stuck in the mindset that intelligence is inherent and thus cannot be expanded. Students who identify with groups underrepresented in a particular academic field, such as economics, may get a message that they are less capable of contributing to that field.


It is important to tell students that:

  • Intelligence is malleable. Burgeoning evidence in cognitive psychology and neuroscience demonstrates the malleability of intelligence and the plasticity of the brain. (See, for instance, Jaeggi, et al., 2008.)
  • Math ability can be developed. Don't accept a student's statement that she is not a "math person."
  • Economic intuition can be acquired. Why else do we teach?
  • Race and gender are social constructions.
  • Academic skills and abilities are acquired through hard work, making mistakes, and perseverance.


Research has produced significant evidence on the role that students’ mindsets play in their math and science achievement. As Carol Dweck writes, "Students who believe that intelligence or math and science ability is simply a fixed trait (a fixed mindset) are at a significant disadvantage compared to students who believe that their abilities can be developed (a growth mindset). Moreover, research is showing that these mindsets play an important role in the relative underachievement of women and minorities in math and science...[and that] educators play a key role in shaping students’ mindsets."


Research has also shown that "when teachers believe in fixed intelligence, the students they identify as having high ability are the only ones who tend to achieve well in their classes. When teachers hold a growth mindset, a much broader range of students do well." (Rheinberg, 2000, as cited in Dweck, 2008)