How do students’ mindsets and school contexts contribute to group-based inequality in the early math curriculum? This PowerPoint presents the research hypotheses, methods, and results for Monograph 88.2, which investigated how students’ mindsets (i.e. expectations for success in math) contributed to their early math progress differently by their gender, socioeconomic background, and school and classroom contexts. The authors develop hypotheses using Mindset x Context theory, and test these hypotheses using a large, nationally-representative dataset, and an innovative Bayesian Causal Forest method

Created by Jamie M. Carroll, David S. Yeager, Jenny Buontempo, Cameron Hecht, Andrei Cimpian, Pratik Mhatre, Chandra Muller, and Robert Crosnoe. All rights reserved.

Mindset × Context: Schools, Classrooms, and the Unequal Translation of Expectations into Math Achievement PowerPoint thumbnail

Citation:
Carroll, J. M., Yeager, D. S., Buontempo, J., Hecht, C., Cimpian, A., Mhatre, P., Muller, C., & Crosnoe, R. (2023). Mindset × Context: Schools, Classrooms, and the Unequal Translation of Expectations into Math Achievement [PowerPoint]. Retrieved from https://monographmatters.srcd.org/2023/08/14/teachingresources-mindsetcontext-powerpoint-88-2