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Perceptions of Growth Mindset among Latina/o College Students in an HSI Summer STEM Academy.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Perceptions of Growth Mindset among Latina/o College Students in an HSI Summer STEM Academy./
作者:	Beltran, Eduardo.
面頁冊數:	1 online resource (215 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
標題:	Higher education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355908824

Perceptions of Growth Mindset among Latina/o College Students in an HSI Summer STEM Academy.
Beltran, Eduardo.

Perceptions of Growth Mindset among Latina/o College Students in an HSI Summer STEM Academy. - 1 online resource (215 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--California Lutheran University, 2018.

Includes bibliographical references

The success of Latino college students is dually critical to the social well-being of the Latino community and the sustainability of the national economy. To garner the intellectual and economic potential of this population, it is critical to address their retention and completion rates, particularly within science, technology, engineering, and math (STEM). Growth mindset, the belief that intelligence is fluid and can be developed with effort, is one promising attribute with the potential to affect degree completion and success of Latina/os by addressing learning mindsets that influence academic performance. Emerging evidence demonstrates the positive impact of growth mindset frameworks on GPA, retention, and persistence. While growth mindset is applicable to all student populations, it uniquely addresses the academic underachievement of minority students.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355908824Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

Perceptions of Growth Mindset among Latina/o College Students in an HSI Summer STEM Academy.
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500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Adviser: Diane Rodriguez-Kiino.
502 $a Thesis (Ed.D.)--California Lutheran University, 2018.
504 $a Includes bibliographical references
520 $a The success of Latino college students is dually critical to the social well-being of the Latino community and the sustainability of the national economy. To garner the intellectual and economic potential of this population, it is critical to address their retention and completion rates, particularly within science, technology, engineering, and math (STEM). Growth mindset, the belief that intelligence is fluid and can be developed with effort, is one promising attribute with the potential to affect degree completion and success of Latina/os by addressing learning mindsets that influence academic performance. Emerging evidence demonstrates the positive impact of growth mindset frameworks on GPA, retention, and persistence. While growth mindset is applicable to all student populations, it uniquely addresses the academic underachievement of minority students.
520 $a This qualitative case study explored the impact of growth mindset interventions on first-generation and low-income Latino students within a summer STEM academy. Social cognitive theory contributed the critical lens for examining the intersectional impact of personal characteristics and institutional supports on student academic behaviors. Focus group interviews were conducted with a subset of summer bridge students (n = 10) at a small, private Hispanic-serving university in the southwestern U.S. This study yielded four main findings: (a) growth mindset interventions influence the academic performance of vulnerable populations; (b) additional learning mindsets, namely, belonging, self-efficacy, and relevance, affect academic achievement; (c) mindsets are malleable and can be developed with short-term intervention; and (d) career ambitions were salient to student goals. This research concludes that STEM summer bridge programs should integrate a diverse learning mindset framework---including growth mindset, belonging, relevance, and self-efficacy---into the curricula to strengthen the effectiveness of programmatic efforts.
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