2017 Conference Archive (Archived)
Dismantling Deficit Thinking and Uprooting Fixed Mindsets Through Possible Selves: A Potential Theoretical Framework for Supporting Underrepresented Groups in STEM
Session Format
Round-table Discussion (45 minutes)
Copyright
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Location
Room 218/220
Abstract for the conference program
Student fixed mindsets about intelligence, reinforced by instructors, can lead to surface engagement and an unwillingness to accept constructive feedback. Likewise, a major reason for the attrition of underrepresented groups in STEM is a non-inviting college environment, sometimes referred to as a “weed-out culture”. A weed-out culture potentially rests on a deficit orientation about students and is sustained by faculty and support staff. As an alternative to focusing on student deficits, we propose reorienting towards possible selves and the role future goals play in developing self-regulated learners. We will argue this reorientation has the potential to provide pathways for positively transforming an institutional culture. Discussions during this roundtable will explore 1) what participants see as problems in supporting underrepresented minority groups in STEM, 2) interventions that are being used/planned, and 3) how those interventions can be informed by identifying deficit thinking and highlighting possible selves in students
Proposal Track
Non-research Project Teaching and Learning in the STEM Field
Start Date
3-3-2017 1:15 PM
End Date
3-3-2017 2:15 PM
Recommended Citation
Frazier, Andrea Dawn; Howard, Timothy; Shaw, Kimberly; and Ticknor, Cindy, "Dismantling Deficit Thinking and Uprooting Fixed Mindsets Through Possible Selves: A Potential Theoretical Framework for Supporting Underrepresented Groups in STEM" (2017). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 23.
https://digitalcommons.georgiasouthern.edu/stem/2017/2017/23
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Dismantling Deficit Thinking and Uprooting Fixed Mindsets Through Possible Selves: A Potential Theoretical Framework for Supporting Underrepresented Groups in STEM
Room 218/220
Student fixed mindsets about intelligence, reinforced by instructors, can lead to surface engagement and an unwillingness to accept constructive feedback. Likewise, a major reason for the attrition of underrepresented groups in STEM is a non-inviting college environment, sometimes referred to as a “weed-out culture”. A weed-out culture potentially rests on a deficit orientation about students and is sustained by faculty and support staff. As an alternative to focusing on student deficits, we propose reorienting towards possible selves and the role future goals play in developing self-regulated learners. We will argue this reorientation has the potential to provide pathways for positively transforming an institutional culture. Discussions during this roundtable will explore 1) what participants see as problems in supporting underrepresented minority groups in STEM, 2) interventions that are being used/planned, and 3) how those interventions can be informed by identifying deficit thinking and highlighting possible selves in students
