The report demonstrates the effects of societal beliefs and the learning environment on girls’ achievements and interest in science and math. One finding shows that girls who believe that intelligence can expand with experience and learning tend to do better on math tests; these girls are also more likely to say they want to continue to study math in the future. That is, believing in the potential for intellectual growth, in and of itself, improves outcomes. A ‘growth mindset’ is helpful for all students, but it is particularly important for girls in mathematics, where negative stereotypes about girls’ abilities persist. By encouraging a ‘growth mindset,’ teachers and parents can encourage girls’ achievements and interest in math and science.
Why So Few – new study explores the factors that prevent, and encourage, girls’ participation in science and technology. The findings are empirical evidence for what Einstein intuited to be true when we wrote this lovely letter to a little girl who wanted to a scientist. (via explore-blog)