The Psychology of Gender 4th Edition

Achievement 199

as a problem-solving task. In the second

condition, the task was described as a math

test. In the third condition, the task was de-

scribed as a math test, but students were told

that stereotype threat could decrease their

performance. Results showed that women

performed the same as men in the first con-

dition and worse than men in the second

condition—the typical stereotype threat ef-

fect. However, women performed the same

as men in the third condition—when the task

a discussion of Carol Dweck’s work on fixed

and growth mindsets consistent with the dis-

tinction between ability and effort.

Can the effects of stereotype threat

also be nullified if people are educated about

the phenomenon? One study suggested that

this was the case (Johns, Schmader, & Mar-

tens, 2005). College students completed a

series of math problems after being ran-

domly assigned to one of three groups. In

the first condition, the task was described

SIDEBAR 6.1:Fixed and Growth Mindsets

Carol Dweck (2008) has been engaged in a program of research that distinguishes a fixed mindset

from a growth mindset with respect to achievement. A fixed mindset is one in which performance

is assumed to reflect ability that is unchangeable, whereas a growth mindset is one in which perfor-

mance is assumed to reflect effort that is modifiable. The United States tends to emphasize a fixed

mindset, although other cultures (e.g., Asian) are more likely to emphasize a growth mindset. In the

United States, we often praise students for their intelligence or aptitude in an area rather than their

effort, which leads to a fixed mindset. Those with a fixed mindset are more likely to avoid challeng-

ing tasks and to lose confidence when a task becomes difficult. Students with a growth mindset earn

higher grades and recover more quickly from receiving a poor grade. A growth mindset also can

protect against stereotype threat. Recall the stereotype threat study that showed priming the math

stereotype (males perform better than females) did not hinder female performance when the ste-

reotype was based on effort (Thoman et al., 2008)—that is, a growth mindset!

Teachers who adopt a growth mindset might be more successful in helping students to learn.

In one study, Dweck and colleagues asked a group of adults to behave as teachers and give feedback

to a seventh grader who had received a 65% on a math exam. Half of the participants were told that

math performance is due to innate ability (fixed mindset), and half were told that math performance

can be learned (growth mindset). Those in the growth mindset condition provided more encourage-

ment and more strategies for improvement to the student, whereas those in the fixed mindset con-

dition gave more comfort to the student and were more likely to tell the student that math isn’t for

everyone. Thus, parents and teachers ought to praise students for their effort rather than their ability.

Dweck makes several recommendations, including:

1. Teach students about research suggesting the brain is a muscle that gets stronger with
   exercise (i.e., “brain plasticity”) and the view that talent can be developed.


2. Help students to see challenges, efforts, and mistakes as having value.


3. Provide process feedback—that is, feedback about effort and strategies (e.g., that was great
   that you could come up with a different way of solving the problem than the one you read
   about)—rather than person feedback (e.g., you are so smart!) or outcome feedback (e.g.,
   the presentation is excellent!).

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