Chapter 3 - "The Truth About Ability and Accomplishment" - provides examples of how mindset applies school and artistic achievement.
What I'm really still thinking about, though, is Dweck's application of mindset to praise and labels (both positive and negative). Specifically, how those with a fixed mindset approach stereotypes. Dweck writes, ". . . the growth mindset lets people - even those who are targets of negative labels - use and develop their minds fully. Their heads are not filled with limiting thoughts, a fragile sense of belonging, and a belief that other people can define them" (p. 80).
She provides examples of how individuals with growth and fixed mindsets are impacted by negative labels and stereotypes, including:
- how indicating race before an assessment impacts performance
- how African American college freshmen processed feedback from a member of "the white establishment"
- how women perform in a mathematics class
- how women with a fixed mindset process feedback from others
Individuals with a growth mindset were able to move forward in a positive way, despite negative labels or stereotypes.
All of this made me want to know more about the relationship between culturally responsive practice and mindset. It seems that fostering a growth mindset within our students may better prepare them to succeed despite negative labels or stereotypes.
Edited to add:
Right after this was posted, I came across an article about giving praise to girls, which makes a connection between praise, mindset, and gender.
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