Endorsement of brilliance-oriented FABs predicts lower self-efficacy among stigmatized students in brilliance-oriented contexts¶
Claim · All claims
Evidence · 1 study · theoreticalr3·q2
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? US first- and second-grade girls reported lower math self-efficacy than boys to the extent they endorsed brilliance-oriented FABs about math. → Christina A. Bauer 2025
Evidence¶
Christina A. Bauer 2025¶
Christina A. Bauer, Aashna Poddar, Eddie Brummelman, & Andrei Cimpian. (2025). The Brilliance–Belonging Model: How Cultural Beliefs About Intellectual Ability Undermine Educational Equity. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10034-2
q2 · i? · theoretical · r3
The review reports, citing Jenifer et al. (2023), a correlational gender difference in young children's math self-efficacy tied to FAB endorsement. It also cites Bauer et al. (2023): low-SES university students showed less self-efficacy (preference for easier problems) in a brilliance-oriented but not effort-oriented context.
"A sample of US girls from the first and second grades reported lower self-efficacy than boys in math to the extent that they endorsed brilliance-oriented FABs about this domain"
Discussion¶
Learner Variables¶
- Self-Efficacy — outcome: instruction changes it
Related Claims¶
- Perceived biased treatment linked to brilliance-oriented FABs explains a substantial portion of the gender gap in entry into brilliance-oriented fields — related
- Brilliance-oriented contexts heighten anxiety among intellectually stigmatized students — related
- Brilliance cues reduce stigmatized students' interest and intrinsic motivation, with effects emerging by age 6–7 and persisting into adulthood — related
- Field-specific ability beliefs are consensual cultural beliefs, acquired by early elementary school, that associate brilliance with fields like math more than language fields — related
- Brilliance stereotypes associating brilliance with boys, higher-SES, and White children emerge by age 6 — related
- The more girls endorse gender-interest stereotypes favoring boys, the lower their own interest in computer science and engineering, and interest stereotypes predict girls' interest more strongly than ability stereotypes — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
brilliance-contexts-lower-self-efficacy |
title |
Endorsement of brilliance-oriented FABs predicts lower self-efficacy among stigmatized students in brilliance-oriented contexts |
description |
Endorsement of brilliance-oriented FABs predicts lower self-efficacy among stigmatized students in brilliance-oriented contexts |
status |
review |
evidence_strength |
weak |
newest_evidence |
2025 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — christina-a-bauer-2025 |
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