How Do Perceived Instructors' Mindset Beliefs Influence STEM Students' Belonging Uncertainty and Dropout Intentions?

An Intersectional Analysis of Students' Gender and Immigrant Background

authored by: Elisabeth Höhne, Christin Lotz, Anne Deiglmayr, Lysann Zander
Abstract: We examined how undergraduate STEM students (N = 389) perceptions of their instructors beliefs that intelligence is malleable (growth mindsets) or unchangeable (fixed mindsets) influence their uncertainty about belonging and, in turn, their dropout intentions. Taking an intersectional research perspective, we focused on students gender and immigrant background to better understand the distinct and combined impact of these social categories on students academic experiences. Our results show that male students who perceived their instructors to hold more fixed mindsets reported fewer dropout intentions. In contrast, female students dropout intentions were unaffected by their perceived instructors mindset beliefs. Belonging uncertainty predicted students dropout intentions regardless of their gender and immigrant background, but did not serve as a mediator in the relationship between perceived instructors mindset beliefs and dropout intentions. Overall, our findings suggest the predominance of students gender in the examined context rather than definitive evidence of intersectional effects with their immigrant background.
Organisation(s): Institute of Education
External Organisation(s): Leipzig University
Type: Article
Journal: Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie
Volume: 56
Pages: 55-72
No. of pages: 18
ISSN: 0049-8637
Publication date: 01.2024
Publication status: Published
Peer reviewed: Yes
ASJC Scopus subject areas: Education, Developmental and Educational Psychology
Electronic version(s): https://doi.org/10.1026/0049-8637/a000290 (Access: Open)

BibTeX

@article{3eb94215fa5e4c2f84a49d27bb5d28f3,
title = "How Do Perceived Instructors' Mindset Beliefs Influence STEM Students' Belonging Uncertainty and Dropout Intentions?: An Intersectional Analysis of Students' Gender and Immigrant Background",
abstract = "We examined how undergraduate STEM students (N = 389) perceptions of their instructors beliefs that intelligence is malleable (growth mindsets) or unchangeable (fixed mindsets) influence their uncertainty about belonging and, in turn, their dropout intentions. Taking an intersectional research perspective, we focused on students gender and immigrant background to better understand the distinct and combined impact of these social categories on students academic experiences. Our results show that male students who perceived their instructors to hold more fixed mindsets reported fewer dropout intentions. In contrast, female students dropout intentions were unaffected by their perceived instructors mindset beliefs. Belonging uncertainty predicted students dropout intentions regardless of their gender and immigrant background, but did not serve as a mediator in the relationship between perceived instructors mindset beliefs and dropout intentions. Overall, our findings suggest the predominance of students gender in the examined context rather than definitive evidence of intersectional effects with their immigrant background.",
keywords = "belonging uncertainty, dropout intentions, instructors' mindset beliefs, intersectionality, STEM",
author = "Elisabeth H{\"o}hne and Christin Lotz and Anne Deiglmayr and Lysann Zander",
note = "Publisher Copyright: {\textcopyright} 2024 The Author(s).",
year = "2024",
month = jan,
doi = "10.1026/0049-8637/a000290",
language = "English",
volume = "56",
pages = "55--72",
journal = "Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie",
issn = "0049-8637",
publisher = "Hogrefe Publishing",
number = "1-2",
}