Faculty mindset affects racial achievement gap in Stem subjects

By Rebecca Trager2019-02-18T14:37:00

A picture showing students Raising Hands During Seminar

Source: © Getty Images

Racial performance gap is twice as large in Stem classes taught by professors who believe intelligence is inherent and can’t be changed

The beliefs of science, technology, engineering and maths (Stem) professors about the nature of intelligence significantly shapes student performance in their courses and dramatically affects racial achievement gaps in these fields, researchers at Indiana University have discovered.