Analysis Of Mind-Set And Equitable Education
In “Mind-set and Equitable Education” Carol S. Dweck describes how anyone, especially students can develop a growth Mind-set to build their abilities through effort and instruction. During her research, Dweck identifies that people with a fixed mind-set believes that intelligence is a fixed trait, you either have it or you don't. Those with a growth mind-set believes that anyone’s intellectual ability can grow. Dweck created two workshops consisting of eight sessions: one to teach students study and training skills of a growth mind-set and the other taught students study skills only (the control group). Over the course of two years, she found that students with a growth mind-set rose above students with a fixed mind-set. The control group
did not receive the stimulus to put their skills into practice and as a result, their grades continued to decline. Rheinberg, a researcher in Germany, also found that teachers who believe their students hold a fixed mind-set also assume they could not make an impact on their students’ basic intellectual capabilities and learning was the students’ responsibility. This belief caused students who entered the classroom as low achievers, left as low achievers. Other teachers who believed they could mold and enhance their students’ intellectual skills had low achievers who left their classroom as moderate or high achievers because the teachers committed themselves to find a way to help every student learn. Dweck’s and Rheinberg’s research shows us that a struggling student not only needs to develop a growth mind-set to push through their struggles but educators as well to support and encourage students to become growth mind-set individuals.
did not receive the stimulus to put their skills into practice and as a result, their grades continued to decline. Rheinberg, a researcher in Germany, also found that teachers who believe their students hold a fixed mind-set also assume they could not make an impact on their students’ basic intellectual capabilities and learning was the students’ responsibility. This belief caused students who entered the classroom as low achievers, left as low achievers. Other teachers who believed they could mold and enhance their students’ intellectual skills had low achievers who left their classroom as moderate or high achievers because the teachers committed themselves to find a way to help every student learn. Dweck’s and Rheinberg’s research shows us that a struggling student not only needs to develop a growth mind-set to push through their struggles but educators as well to support and encourage students to become growth mind-set individuals.