Students in the equity-oriented pedagogy reported positive psychosocial outcomes, a growth mindset, and reduced stereotype threat¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q1–q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Despite the course's rigor, treatment students reported positive psychosocial outcomes such as motivation and self-efficacy. → Phuong 2017 q1 i? Interview and survey data indicated students expressed a growth mindset and reported reduced stereotype threat. → Phuong 2017 (2)

Evidence¶

Phuong 2017¶

Phuong, A. E., Nguyen, J., & Mariea, D. (2017). Evaluating an Adaptive Equity-Oriented Pedagogy: A Study of its Impacts in Higher Education. The Journal of Effective Teaching, 17(2), 5-44. https://uncw.edu/jet

q2 · i? · causal · r1

Survey and interview data from the treatment section of the mixed-methods study. Students "reported positive psychosocial outcomes (e.g., motivation, self -efficacy)" and noted continuous modification of teaching practices; no effect sizes are printed.

"Despite the rigorous nature of the class, students reported positive psychosocial outcomes (e.g., motivation, self -efficacy), and noted how specific teaching practices were continuously modified to enhance their learning experiences."

Phuong 2017 (2)¶

Phuong, A. E., Nguyen, J., & Mariea, D. (2017). Evaluating an Adaptive Equity-Oriented Pedagogy: A Study of its Impacts in Higher Education. The Journal of Effective Teaching, 17(2), 5-44. https://uncw.edu/jet

q1 · i? · causal · r1

Qualitative coding of interviews and surveys for fixed versus growth mindset language (Dweck's framework) in the treatment section. The article reports students "expressed a growth mindset and report- ed reduced stereotype threat"; no quantitative stereotype-threat statistic is printed.

"Based on the data, students expressed a growth mindset and report- ed reduced stereotype threat."

Discussion¶

Learner Variables¶

• Mindset — outcome: instruction changes it
• Stereotype Threat — outcome: instruction changes it

Related Claims¶

• Endorsement of brilliance-oriented FABs predicts lower self-efficacy among stigmatized students in brilliance-oriented contexts — related
• Experimental stereotype threat effects in SLD samples are heterogeneous (Hedges's g 0.06–1.16), with effects more robust for motivation-related psychological outcomes than for cognitive or academic performance outcomes — related
• Fixed mindset peer cultures are theorized to erode belonging via identity threat, especially for minoritized students — related
• Students in the adaptive equity-oriented pedagogy section earned significantly higher final assessment scores than control students (p<.0001) — related