I don't usually jump into Twitter debates, but I'm ready to offer my 2 cents on the growth mindset meta-analyses. I've already seen comments that I agree with pointing out that growth mindsets aren't intended to be considered as an overall main effect; (1/n) what actually matters is the effect size for struggling students. (See: @stats_tipton @chrisrozek @alexbrowman) I want to echo this point and note that mindset theory has ALWAYS been a moderation theory. Have you read Carol Dweck's papers from the 1990s? (2/n)

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.

#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

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.

#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.

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.”