Fixed intelligence mindsets predict system legitimization in educational contexts

IF 3.2 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Social Psychology of Education Pub Date : 2023-12-01 DOI:10.1007/s11218-023-09872-1

Laura M. Brady, Arianne E. Eason, Stephanie A. Fryberg

引用次数: 0

Abstract

Growth and fixed mindsets (i.e., beliefs about whether people’s abilities can be developed) shape how people interpret and respond to events in their social worlds. The present work examines how these mindsets relate to individuals’ likelihood of legitimizing racial and socioeconomic inequities in education. Meta-analyses of 20 original studies including K-12 teachers and staff members (k = 8; N ≈ 2001), college students (k = 7; N ≈ 2725), and American adults (k = 5; N ≈ 1792) demonstrated that the belief that intelligence is an unchangeable characteristic (i.e., fixed mindset) consistently predicted greater likelihood of legitimizing educational inequities via five different measures of legitimization. These results suggest that fixed mindsets about intelligence are likely to undermine policy-driven efforts to change inequitable educational systems, and that one pathway toward educational equity involves attending to prevailing beliefs about the possibilities of growing one’s intelligence.

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固定智力思维模式预示着教育环境中的制度合法化

成长和固定心态(即关于人们的能力是否可以发展的信念)塑造了人们如何解释和应对社会世界中的事件。目前的工作考察了这些心态如何与个人合法化教育中的种族和社会经济不平等的可能性有关。对包括k -12教师和工作人员在内的20项原始研究的meta分析(k = 8;N≈2001)，大学生(k = 7;N≈2725)，美国成年人(k = 5;N≈1792)表明，智力是一种不可改变的特征(即固定心态)的信念，通过五种不同的合法化措施，一致地预测了教育不公平合法化的更大可能性。这些结果表明，关于智力的固定心态可能会破坏政策驱动的改变不公平教育体系的努力，而实现教育公平的途径之一是关注关于提高智力可能性的普遍信念。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Social Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

5.40

自引率

3.40%

发文量

期刊介绍： The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research. Many studies of human behaviour in education are conducted by persons who identify with social psychology or whose work falls into the social psychological ambit. Several textbooks have been published and a variety of courses are being offered on the `social psychology of education'', but no journal has hitherto appeared to cover the field. Social Psychology of Education fills this gap, covering a wide variety of content concerns, theoretical interests and research methods, among which are: Content concerns: classroom instruction decision making in education educational innovation concerns for gender, race, ethnicity and social class knowledge creation, transmission and effects leadership in schools and school systems long-term effects of instructional processes micropolitics of schools student cultures and interactions teacher recruitment and careers teacher- student relations Theoretical interests: achievement motivation attitude theory attribution theory conflict management and the learning of pro-social behaviour cultural and social capital discourse analysis group dynamics role theory social exchange theory social transition social learning theory status attainment symbolic interaction the study of organisations Research methods: comparative research experiments formal observations historical studies literature reviews panel studies qualitative methods sample surveys For social psychologists with a special interest in educational matters, educational researchers with a social psychological approach.