Building Bridges to Belonging in STEM:
Mindsets That Increase Participation, Achievement,
and Learning in the Face of Stereotypes
Resources from 1/15/2015 STEM Equity Pipeline Webinar
Thank you for participating in the STEM Equity Pipeline Complimentary Webinar Series!
Webinar Objectives
NAPE is an alliance of federal and
state agencies, local school
districts, colleges, universities,
businesses, and corporate
foundations working to ensure that
every student can realize his or her
potential in high-wage, high-skill,
high-demand careers.
ü Learn researched-based interventions to reduce students’
vulnerability to stereotype threat.
Webinar Guest Facilitator
Webinar Summary
In this webinar by Dr. Catherine Good, we explore and discuss the
impact of mindsets on students’ achievements and teachers’
pedagogical practices in STEM and CTE.
ü Understand key concepts of stereotype threat and new research
showing the impact of stereotype threat on learning.
Catherine Good, PhD
Department of Psychology
Baruch College, CUNY
Graduate Center, CUNY
Watch the Webinar Again or Share!
You can watch a recording of the webinar, or share with your
colleagues. www.stemequitypipeline.org
Looking for more?
NAPE offers professional development on similar topics.
Contact us to learn more!
Online: www.napequity.org
Office: (717) 407-5118
Join our Mailing List: www.napequity.org/stem/stem-equityproject/pipeline-press-signup/
© 2015 NAPEEF
1
Building Bridges to Belonging in STEM:
Mindsets That Increase Participation, Achievement,
and Learning in the Face of Stereotypes
Resources from 1/15/2015 STEM Equity Pipeline Webinar
Shared Resources During the Webinar
Good, C., Aronson, J., & Harder, J.A. (2008). “Problems in the pipeline: Women’s achievement in high-level
math courses.” Journal of Applied Developmental Psychology, 29, 17-28.
Good, C., Aronson, I., & Inzlicht, M. (2003.). “Improving Adolescents' Standardized Test Performance: An
Intervention to Reduce the Effects of Stereotype Threat.” Journal of Applied Developmental Psychology, 24, 6,
645-662.
Good, C., Dweck, C. S., & Aronson, J. (2007). Stereotype threat, achievement motivation, and social identity. To
appear in A. Fuligni (Ed.), Social Categories, Identities and Educational Participation, (pp. 115-135) New York,
NY: Russell Sage Foundation.
Good, C., Rattan, A., & Dweck, C.S. (2012). Why do women opt out? Sense of belonging and women’s
representation in mathematics. Journal of Personality and Social Psychology, 102, 700-717.
Rattan, A., Good, C., & Dweck, C.S. (2012). It’s OK—Not everyone can be good at math: Instructors with an
entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology, 48, 731-737.
Mangels, J.A., Good, C., Whiteman, R.C., Maniscalco, B., & Dweck, C.S. (2011). Emotion blocks the path to
learning under stereotype threat. Social Cognitive and Affective Neuroscience, 7, 230-241.
Key Websites
www.reducingstereotypethreat.org
Additional Sources:
Aronson, J., & McGlone, M. S. (2009). 8 Stereotype and Social Identity Threat. Handbook of prejudice,
stereotyping, and discrimination, 153.
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-‐314. 2
Building Bridges to Belonging in STEM:
Mindsets That Increase Participation, Achievement,
and Learning in the Face of Stereotypes
Resources from 1/15/2015 STEM Equity Pipeline Webinar
Additional Readings of Related Interest
Melissa Campbell, (2011). “Researchers Look at Ways to Bridge the Gender Gap in STEM Fields.” Hispanic
Outlook (pp.26-27)
Claude M. Steele. Whistling Vivaldi, How Stereotypes Affect Us and What We Can Do, (2010) W.W. Norton &
Company, Inc.
Aronson, J, Freid, C., & Good, C. (2002). “Reducing the Effects of Stereotype Threat on African American
College Students by Shaping Theories of Intelligence.” Journal of Experimental Social Psychology, 38, 113-125.
Aronson, J., Lustina, M. J., Good, C., Keough, K., Steele, C. M., & Brown, J. (1999). “When white men can't do
math: Necessary and sufficient factors in stereotype threat.” Journal of Experimental Social Psychology, 35, 1,
29-46.
Inzlicht, M. & Good, C. (2006). How environments threaten academic performance, self-knowledge, and sense
of belonging. In S. Levin & C. van Laar (Eds.), Stigma and Group Inequality: Social Psychological Approaches
(pp. 129-150) Mahwah, NJ: Lawrence Erlbaum Associates.
About the Webinar Guest Facilitator
Dr. Good is an associate professor of psychology at Baruch College of the City University of
New York and a member of the graduate faculty at CUNY’s Graduate Center. She received
a master’s degree in mathematics from the University of Kansas in 1994 and an Ad Hoc
Interdisciplinary PhD in mathematics education and social psychology from The University
of Texas at Austin in 2001. She continued her training at Columbia University as a
postdoctoral fellow from 2001-2005 and was awarded a postdoctoral research fellowship
from the National Institute of Child and Human Development.
Dr. Good’s research program focuses on the social factors that impact students’ academic achievement,
learning, motivation, and self-image. Specifically, she studies the impact of mindsets—theories of intelligence,
belonging, and persistence—on students’ academic outcomes and teachers’ pedagogical practices. In addition
to her basic research, she develops interventions for students, teachers, and parents to facilitate the
development of effective and engaged learners. Her work has received national attention as well as funding from
the National Science Foundation, U.S. Department of Education, and National Institutes of Health. Her initial
work laid the foundation for many interventions that schools are adopting to improve student learning, motivation,
and achievement.
[email protected]
3