#SRCD21 catch-up with @DrLaurenMims quoting Asa Hilliard: “I have never encountered any children in any group who are not geniuses. There is no mystery on how to teach them. The first thing you do is treat them like human beings and the second thing you do is love them.” ❤️❤️❤️
@DrFantasyLozada: “There’s nothing wrong with trying to build up things in the individual, to be able to deal with the things that come at them in life.
But we have to also start from top down as well, and we have to figure out what are the protections that we can put in place from a systemic level.”
@rianaelyse: “We’re trying to do in the academy what we’re trying to do in the community, which is to jump over ‘how do we address racism’? We just want racism to end.”
Very powerful comments from @DrFantasyLozada about her son: “He is more than a response to hardship. He is a living, breathing, beautiful being. Yes, I think he’s brilliant, but he’s also just brilliant in his ordinariness of being a child, and I want him to be a child.” ❤️❤️❤️
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So many excellent points raised at the #AERA21 Next Steps in Theoretical Approaches to Understanding the Academic Motivation of Racially and Ethnically Diverse Students session! Feeling humbled by how much I have to learn and energized to do better research.
Sandra Graham: We have to do the best we can to recruit as many racially/ethnically diverse participants as we can. We can’t be combining all the non-White groups and comparing them to the White groups… It’s the numerical representation of these young people in those contexts.
Ellen Usher: We need to acknowledge who the research team is and their relationship to the people being investigated. Important for understanding the boundary conditions as to why our motivation theories do or do not work in different contexts.
#AERA21 Motivation in underrepresented populations: Nicole Yates: external regulation is positively related to intrinsic motivation for Black students and negatively for White students.
Claudia Sutter: American Indian elementary students report higher intrinsic regulation than other groups, but this negatively predicted their reading achievement. #AERA21
Love this talk from Christopher Seals and @HValdiviejas: teacher growth mindset intervention increased student interest and (for non-Asian minoritized students) decreased perceptions of cost/effort.
Lots of synergy happening in our #AERA21 symposium right now. @thekateblock: gender stereotypes about communality affect boys’ values and activity preferences.
@cyr_em: affirmation/latent ability intervention improved boys’ perceptions of girls’ STEM ability; value affordance/role model intervention increased girls’ future fit in STEM.
@J_Gladstone7: beg. and cog. engagement mediated relationship between task values and grades, but not for competency beliefs. Here’s how they fit into the expectancy-value model.
From the one and only Carol Dweck: “We were most excited by where the program didn’t work. The most important thing we learned: teachers’ mindsets really mattered… It’s not about putting a growth mindset into students’ heads and turning them loose.” #AERA21
“Can we afford to lose even one single student’s contribution to society? I don’t think so.”
Technical difficulties preventing us from hearing Pierre Gouedard talking, but new PISA findings show large-scale benefits of growth mindsets.