The benefits of difference-education interventions in lower-resourced institutions.

Difference-education is an intervention that addresses psychological barriers that can undermine the academic performance of first-generation college students (i.e., those who have parents without 4-year degrees). Difference-education interventions improve first-generation students' performance by empowering them to navigate higher education environments more effectively. They also improve students' comfort with social group difference. However, these benefits have only been documented in higher-resourced institutions. The present research asks two questions about whether these benefits also extend to lower-resourced institutions-that is, schools with fewer resources to invest in students than the universities where prior difference-education interventions were delivered. First, is difference-education effective in improving first-generation students' academic performance in lower-resourced institutions, and does it do so by increasing empowerment? Second, does difference-education improve comfort with social group difference in lower-resourced institutions, and is it unique in its ability to do so? With students from four lower-resourced institutions, we examined these questions by comparing the results of a difference-education intervention to a control condition and social-belonging intervention. We found that while some benefits of difference-education interventions extend to lower-resourced institutions, others do not. First, like prior interventions, difference-education improves first-generation students' academic performance and comfort with social group difference. Unlike prior interventions, these effects did not persist beyond the first term and students' academic performance benefits were not explained by empowerment. We also found partial evidence that the benefits for comfort with social group difference were unique compared to a social-belonging intervention. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Motivated Knowledge Acquisition: Implicit Self-Theories and the Preference for Knowledge Breadth or Depth.

Implicit self-theories posit that individuals ascribe to one of two beliefs regarding the self: an incremental theory motivated by learning goals and an entity theory motivated by performance goals. This work proposes that these theories-and their underlying motivations-reflect individuals' preferences for different knowledge types. Specifically, we propose that incremental theorists prefer knowledge that expands their understanding of diverse experiences within a category (i.e., knowledge breadth), whereas entity theorists prefer knowledge that refines their understanding of a preferred experience within a category (i.e., knowledge depth). Five studies show the effect of implicit self-theories on individuals' preferences for knowledge breadth and depth and the role of learning and performance goals in motivating these knowledge preferences. We address alternative explanations related to general openness, risk-seeking, and perceived quality differences, and we demonstrate the role of negative feedback in reversing these knowledge preferences.

Effects of matching personal and organizational mindsets on belonging and organizational interest.

Growth mindsets are beliefs that abilities, like intelligence, are mutable. Although most prior work has focused on people's personal mindset beliefs, a burgeoning literature has identified that organizations also vary in the extent to which they communicate and endorse growth mindsets. Organizational growth mindsets have powerful effects on belonging and interest in joining organizations, suggesting that they may be a productive way to intervene to improve individual and societal outcomes. Yet, little is known about for whom organizational mindset interventions might be more or less effective, a critical question for effective implementation and theory. We examine whether people's personal mindset beliefs might determine the effect of organizational growth mindsets, and if so, whether this moderation reflects a matching or mismatching pattern. Three experiments manipulated the espoused mindset of an organization and found that organizational growth mindsets primarily increased belonging and interest in joining among participants who personally endorsed matching growth mindset beliefs. An additional field study provided ecological validity to these findings, replicating them with students' experiences of belonging in classrooms. This study also revealed a divergent mismatching pattern on grades: rather than bolstering the grades of students with growth mindsets, growth mindset classroom contexts primarily enhanced the grades of students with more fixed mindsets. By clarifying for whom organizational growth mindsets are beneficial and in what manner, the current work provides theoretical and practical insight into the psychological dynamics of organizational growth mindsets. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Shifting the mindset culture to address global educational disparities.

Educational outcomes remain highly unequal within and across nations. Students' mindsets-their beliefs about whether intellectual abilities can be developed-have been identified as a potential lever for making adolescents' academic outcomes more equitable. Recent research, however, suggests that intervention programs aimed at changing students' mindsets should be supplemented by programs aimed at the changing the mindset culture, which is defined as the shared set of beliefs about learning in a school or classroom. This paper reviews the theoretical and empirical origin of the mindset culture and examines its potential to reduce group-based inequalities in education. In particular, experiments have identified two broad ways the mindset culture is communicated by teachers: via informal messages about growth (e.g., that all students will be helped to learn and succeed), and formal opportunities to improve (e.g., learning-focused grading policies and opportunities to revise and earn credit). New field experiments, applying techniques from behavioral science, have also revealed effective ways to influence teachers' culture-creating behaviors. This paper describes recent breakthroughs in the U.S. educational context and discusses how lessons from these studies might be applied in future, global collaborations with researchers and practitioners.

Where and with whom does a brief social-belonging intervention promote progress in college?

A promising way to mitigate inequality is by addressing students' worries about belonging. But where and with whom is this social-belonging intervention effective? Here we report a team-science randomized controlled experiment with 26,911 students at 22 diverse institutions. Results showed that the social-belonging intervention, administered online before college (in under 30 minutes), increased the rate at which students completed the first year as full-time students, especially among students in groups that had historically progressed at lower rates. The college context also mattered: The intervention was effective only when students' groups were afforded opportunities to belong. This study develops methods for understanding how student identities and contexts interact with interventions. It also shows that a low-cost, scalable intervention generalizes its effects to 749 4-year institutions in the United States.

Efficiently exploring the causal role of contextual moderators in behavioral science.

Behavioral science interventions have the potential to address longstanding policy problems, but their effects are typically heterogeneous across contexts (e.g., teachers, schools, and geographic regions). This contextual heterogeneity is poorly understood, however, which reduces the field's impact and its understanding of mechanisms. Here, we present an efficient way to interrogate heterogeneity and address these gaps in knowledge. This method a) presents scenarios that vividly represent different moderating contexts, b) measures a short-term behavioral outcome (e.g., an academic choice) that is known to relate to typical intervention outcomes (e.g., academic achievement), and c) assesses the causal effect of the moderating context on the link between the psychological variable typically targeted by interventions and this short-term outcome. We illustrated the utility of this approach across four experiments (total n = 3,235) that directly tested contextual moderators of the links between growth mindset, which is the belief that ability can be developed, and students' academic choices. The present results showed that teachers' growth mindset-supportive messages and the structural opportunities they provide moderated the link between students' mindsets and their choices (studies 1 to 3). This pattern was replicated in a nationally representative sample of adolescents and did not vary across demographic subgroups (study 2), nor was this pattern the result of several possible confounds (studies 3 to 4). Discussion centers on how this method of interrogating contextual heterogeneity can be applied to other behavioral science interventions and broaden their impact in other policy domains.

Counterfeit diversity: How strategically misrepresenting gender diversity dampens organizations' perceived sincerity and elevates women's identity threat concerns.

Women remain underrepresented in technology and computing fields. Aware of this problem, many tech organizations seek diversification strategies. Several academic sources recommend including gender diverse images in recruitment materials as a low-cost way to potentially attract female workers. However, for gender nondiverse organizations, this strategy means misrepresenting the current on-the-ground diversity of their organization. Four experiments investigate how women and men perceive organizations that counterfeit diversity (i.e., exaggerate gender diversity in recruitment advertisements) relative to organizations that (a) authentically portray a high degree of gender diversity (authentic diversity; Experiments 1-3); (b) authentically portray a low degree of gender diversity (authentic nondiversity; Experiments 2 and 3); and (c) acknowledge a lack of diversity in the present, but aspire to increase diversity in the future (aspirational diversity; Experiment 3). Results reveal that women and men perceive counterfeit diversity as insincere. This perceived insincerity, in turn, decreases women's and men's interest in the organization and engenders identity threat concerns among women (Experiments 1-4). Taken together, these findings complicate scholarly discussions of diversity and inclusion strategies by highlighting the role of perceived sincerity. When recruitment strategies are deemed insincere, these strategies can backfire-decreasing interest in the organization, fomenting threat, and perpetuating underrepresentation. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Diversity or representation? Sufficient factors for Black Americans' identity safety during interracial interactions.

OBJECTIVE: Interracial interactions are often fraught with concerns about experiencing discrimination or being negatively stereotyped (i.e., social identity threat). Past research revealed that Black participants interacting with a White partner view the presence of racial diversity in a White partner's friendship network as a signal of identity safety. We extend this work by clarifying the role of ingroup representation in friendship diversity. Namely, we assess social identity safety of Black participants when anticipating an interaction with a White partner whose friendship networks include diversity with or without ingroup representation. METHOD: In an experimental study (N = 301), Black adults (52.8% female, 47.2% male; Mage = 29.96) expected to interact with a White partner who had all White friends (No Diversity); Black and White friends (Diversity with Ingroup Representation); or Asian, Latinx, and White friends (Diversity without Ingroup Representation). We assessed participants' perceptions of their White partner as prejudiced, how they expected their partner would think of them (Black metastereotypes), and their anticipated interaction challenges, rejection concerns, and friendship interest immediately prior to the anticipated interaction. RESULTS: Black participants had fewer anticipated challenges, fewer rejection concerns, and more friendship interest when their White partner's friendship networks included (vs. excluded) ingroup representation. These effects were mediated by perceived partner prejudice and Black metastereotypes. CONCLUSIONS: These findings suggest that while any diversity of an outgroup member's friendship network is better than no diversity, ingroup representation is especially important in reducing threat and increasing social identity safety in interracial interactions. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Gender representation and academic achievement among STEM-interested students in college STEM courses.

Substantial gender equity gaps in postsecondary degree completion persist within many science, technology, engineering, and mathematics (STEM) disciplines, and these disparities have not narrowed during the 21st century. Various explanations of this phenomenon have been offered; one possibility that has received limited attention is that the sparse representation of women itself has adverse effects on the academic achievement-and ultimately the persistence and graduation-of women who take STEM courses. This study explored the relationship between two forms of gender representation (i.e., the proportion of female students within a course and the presence of a female instructor) and grades within a sample of 11,958 STEM-interested undergraduates enrolled in 8686 different STEM courses at 20 colleges and universities. Female student representation within a course predicted greater academic achievement in STEM for all students, and these findings were generally stronger among female students than male students. Female students also consistently benefitted more than male students from having a female STEM instructor. These findings were largely similar across a range of student and course characteristics and were robust to different analytic approaches; a notable exception was that female student representation had particularly favorable outcomes for female students (relative to male students) within mathematics/statistics and computer science courses.

Extraordinary claims, extraordinary evidence? A discussion.

Roberts (2020, Learning & Behavior, 48[2], 191-192) discussed research claiming honeybees can do arithmetic. Some readers of this research might regard such claims as unlikely. The present authors used this example as a basis for a debate on the criterion that ought to be used for publication of results or conclusions that could be viewed as unlikely by a significant number of readers, editors, or reviewers.

Beliefs, affordances, and adolescent development: Lessons from a decade of growth mindset interventions.

Beliefs play a central role in human development. For instance, a growth mindset-a belief about the malleability of intelligence-can shape how adolescents interpret and respond to academic difficulties and how they subsequently navigate the educational system. But do usually-adaptive beliefs have the same effects for adolescents regardless of the contexts they are in? Answering this question can reveal new insights into classic developmental questions about continuity and change. Here we present the Mindset×Context framework and we apply this model to the instructive case of growth mindset interventions. We show that teaching students a growth mindset is most effective in educational contexts that provide affordances for a growth mindset; that is, contexts that permit and encourage students to view ability as developable and to act on that belief. This evidence contradicts the "beliefs alone" hypothesis, which holds that teaching adolescents a growth mindset is enough and that students can profit from these beliefs in almost any context, even unsupportive ones. The Mindset×Context framework leads to the realization that in order to produce more widespread and lasting change, we must complement the belief-changing interventions that have been aimed at students with new interventions that guide teachers toward classroom policies and practices that allow students' growth mindset beliefs to take root and yield benefits.

Learning goals mitigate identity threat for Black individuals in threatening interracial interactions.

OBJECTIVE: Interactions between members of different racial and ethnic groups are often stressful. These interactions are stressful, in part, because they contribute to social identity threat-the fear of being judged or treated negatively based on one's social group membership. Previous work separately suggests that the diversity of an interaction partner's friendship network and the goals that people set for themselves influence social identity threat. Bringing these two bodies of work together, the present research examines whether adopting a learning (vs. performance) goal mitigates identity threat for Black people anticipating an interaction with a White partner who had a racially homogenous (vs. diverse) friendship network (a context previously shown to arouse identity threat). METHOD: Two experimental studies (N = 310) were conducted. Black adults (Mage = 29.66, 64% women) primed with either a performance or learning goal anticipated an interaction with a White partner who had either a racially diverse (Study 1) or racially homogenous (Studies 1 and 2) friendship network. After, we assessed participants' social identity threat and anticipated interaction experiences. RESULTS: Black adults primed with learning (vs. performance) goals expected to be perceived more positively by their interaction partner and expected to have more positive interaction experiences when they anticipated an interaction with a White partner who had a racially homogenous network of friends. CONCLUSIONS: These findings suggest that learning goals can mitigate threat among Black individuals within an otherwise identity-threatening interaction context, thus opening the door for positive interracial contact in the future even in the context of challenging interracial interactions. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

A social-belonging intervention improves STEM outcomes for students who speak English as a second language.

Students who speak English as a second language (ESL) are underserved and underrepresented in postsecondary science, technology, engineering, and math (STEM) fields. To date, most existing research with ESL students in higher education is qualitative. Drawing from this important body of work, we investigate the impact of a social-belonging intervention on anticipated changes in belonging, STEM GPA, and proportion of STEM credits obtained in students' first semester and first year of college. Using data from more than 12,000 STEM-interested students at 19 universities, results revealed that the intervention increased ESL students' anticipated sense of belonging and three of the four academic outcomes. Moreover, anticipated changes in belonging mediated the intervention's effects on these academic outcomes. Robustness checks revealed that ESL effects persisted even when controlling for other identities correlated with ESL status. Overall, results suggest that anticipated belonging is an understudied barrier to creating a multilingual and diverse STEM workforce.

Open science, communal culture, and women's participation in the movement to improve science.

Science is undergoing rapid change with the movement to improve science focused largely on reproducibility/replicability and open science practices. This moment of change-in which science turns inward to examine its methods and practices-provides an opportunity to address its historic lack of diversity and noninclusive culture. Through network modeling and semantic analysis, we provide an initial exploration of the structure, cultural frames, and women's participation in the open science and reproducibility literatures (n = 2,926 articles and conference proceedings). Network analyses suggest that the open science and reproducibility literatures are emerging relatively independently of each other, sharing few common papers or authors. We next examine whether the literatures differentially incorporate collaborative, prosocial ideals that are known to engage members of underrepresented groups more than independent, winner-takes-all approaches. We find that open science has a more connected, collaborative structure than does reproducibility. Semantic analyses of paper abstracts reveal that these literatures have adopted different cultural frames: open science includes more explicitly communal and prosocial language than does reproducibility. Finally, consistent with literature suggesting the diversity benefits of communal and prosocial purposes, we find that women publish more frequently in high-status author positions (first or last) within open science (vs. reproducibility). Furthermore, this finding is further patterned by team size and time. Women are more represented in larger teams within reproducibility, and women's participation is increasing in open science over time and decreasing in reproducibility. We conclude with actionable suggestions for cultivating a more prosocial and diverse culture of science.

A customized belonging intervention improves retention of socially disadvantaged students at a broad-access university.

Broad-access institutions play a democratizing role in American society, opening doors to many who might not otherwise pursue college. Yet these institutions struggle with persistence and completion. Do feelings of nonbelonging play a role, particularly for students from groups historically disadvantaged in higher education? Is belonging relevant to students' persistence-even when they form the numerical majority, as at many broad-access institutions? We evaluated a randomized intervention aimed at bolstering first-year students' sense of belonging at a broad-access university (N = 1,063). The intervention increased the likelihood that racial-ethnic minority and first-generation students maintained continuous enrollment over the next two academic years relative to multiple control groups. This two-year gain in persistence was mediated by greater feelings of social and academic fit one-year post-intervention. Results suggest that efforts to address belonging concerns at broad-access, majority-minority institutions can improve core academic outcomes for historically disadvantaged students at institutions designed to increase college accessibility.

Does my professor think my ability can change? Students' perceptions of their STEM professors' mindset beliefs predict their psychological vulnerability, engagement, and performance in class.

Two experiments and 2 field studies examine how college students' perceptions of their science, technology, engineering, and mathematics (STEM) professors' mindset beliefs about the fixedness or malleability of intelligence predict students' anticipated and actual psychological experiences and performance in their STEM classes, as well as their engagement and interest in STEM more broadly. In Studies 1 (N = 252) and 2 (N = 224), faculty mindset beliefs were experimentally manipulated and students were exposed to STEM professors who endorsed either fixed or growth mindset beliefs. In Studies 3 (N = 291) and 4 (N = 902), we examined students' perceptions of their actual STEM professors' mindset beliefs and used experience sampling methodology (ESM) to capture their in-the-moment psychological experiences in those professors' classes. Across all studies, we find that students who perceive that their professor endorses more fixed mindset beliefs anticipate (Studies 1 and 2) and actually experience (Studies 3 and 4) more psychological vulnerability in those professors' classes-specifically, they report less belonging in class, greater evaluative concerns, greater imposter feelings, and greater negative affect. We also find that in-the-moment experiences of psychological vulnerability have downstream consequences. Students who perceive that their STEM professors endorse more fixed mindset beliefs experience greater psychological vulnerability in those professors' classes, which in turn predict greater dropout intentions, lower class attendance, less class engagement, less end-of-semester interest in STEM, and lower grades. These findings contribute to our understanding of how students' perceptions of professors' mindsets can serve as a situational cue that affects students' motivation, engagement, and performance in STEM. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Cultures of Genius at Work: Organizational Mindsets Predict Cultural Norms, Trust, and Commitment.

Three studies examine how organizational mindset-whether a company is perceived to view talent as fixed or malleable-functions as a core belief that predicts organizational culture and employees' trust and commitment. In Study 1, Fortune 500 company mission statements were coded for mindset language and paired with Glassdoor culture data. Workers perceived a more negative culture at fixed (vs. growth) mindset companies. Study 2 experimentally manipulated organizational mindset and found that people evaluated fixed (vs. growth) mindset companies as having more negative culture norms and forecasted that employees would experience less trust and commitment. Study 3 confirmed these findings from more than 500 employees of seven Fortune 1000 companies. Employees who perceived their organization to endorse a fixed (vs. growth) mindset reported that their company's culture was characterized by less collaboration, innovation, and integrity, and they reported less organizational trust and commitment. These findings suggest that organizational mindset shapes organizational culture.

Pharmacologic Management of Malignant Bowel Obstruction: When Surgery Is Not an Option.

Malignant bowel obstruction (MBO) complicates 3%-15% of cancers and often necessitates inpatient admission. Hospitalists are increasingly involved in treating patients with MBO and coordinating their care across multiple subspecialties. Direct resolution of the obstruction via surgical or interventional means is always preferable. When such options are not possible, pharmacological treatments are the mainstay of therapy. Medications such as somatostatin analogs, steroids, H2-blockers, and other modalities can be effective in palliation and possible resolution of obstruction. Awareness of these pharmacologic therapies can aid hospitalists in treating patients who are confronted with this devastating condition.

Growing STEM: Perceived faculty mindset as an indicator of communal affordances in STEM.

As students explore science and engineering fields, they receive messages about what competencies are required in a particular field, as well as whether they can reach their goals by entering the field. Faculty members convey information both about whether students might have the ability to succeed in a particular field and also whether students might want to succeed in a particular field-is this career one that serves the values or goals of the student? We hypothesize a novel pathway through which growth versus fixed mindset messages communicated by faculty affect students. Specifically, we explore whether emphasizing the potential for growth, rather than emphasizing fixed abilities, can indicate to students that science, technology, engineering, or math (STEM) fields offer opportunities to fulfill their goals. Across 8 studies, we find that perceiving that faculty endorse growth versus fixed mindset beliefs increases beliefs that STEM contexts afford communal and agentic goals; perceived communal affordances more strongly predict people's interest in pursuing STEM education and careers. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes.

An important goal of the scientific community is broadening the achievement and participation of racial minorities in STEM fields. Yet, professors' beliefs about the fixedness of ability may be an unwitting and overlooked barrier for stigmatized students. Results from a longitudinal university-wide sample (150 STEM professors and more than 15,000 students) revealed that the racial achievement gaps in courses taught by more fixed mindset faculty were twice as large as the achievement gaps in courses taught by more growth mindset faculty. Course evaluations revealed that students were demotivated and had more negative experiences in classes taught by fixed (versus growth) mindset faculty. Faculty mindset beliefs predicted student achievement and motivation above and beyond any other faculty characteristic, including their gender, race/ethnicity, age, teaching experience, or tenure status. These findings suggest that faculty mindset beliefs have important implications for the classroom experiences and achievement of underrepresented minority students in STEM.