Growth mindset, the belief that intelligence is malleable, is linked to academic success and resilience, particularly in STEM disciplines. Prior research suggests that students from historically excluded groups (defined by race, gender, and generation status) often exhibit weaker growth mindsets in STEM before interventions are introduced, primarily due to systemic barriers and heightened stress. We used a quantitative and qualitative approach to assess undergraduate students’ mindsets and compared mindsets across demographic groups. Most mindset studies focus on introductory STEM courses in higher education or K-12 populations. To our knowledge, our study is the first to explore mindsets in an undergraduate neuroscience context. Our findings challenge previous research, revealing that most neuroscience students display growth mindsets without intervention. Notably, growth mindset ratings were significantly higher among students who self-identified as belonging to racial and ethnic minority groups such as PEERs (Persons Excluded because of their Ethnicity or Race). These results highlight the need for further exploration of mindset across diverse demographics, particularly within the context of neuroscience education, as existing research largely focuses on disciplines such as biology, chemistry, mathematics, and physics.
Jones et al. (Wed,) studied this question.