“But it doesn’t come naturally”: how effort expenditure shapes the benefit of growth mindset on women’s sense of intellectual belonging in computing

Research suggests growth mindset, or the belief that knowledge is acquired through effort, may enhance women’s sense of belonging in male-dominated disciplines, like computing. However, other research indicates women who spend a great deal of time and energy in technical fields experience a low sense of belonging. The current study assessed the benefits of a growth mindset on women’s (and men’s) sense of intellectual belonging in computing, accounting for the amount of time and effort dedicated to academics. We define “intellectual belonging” as the sense that one is believed to be a competent member of the community. Whereas a stronger growth mindset was associated with stronger intellectual belonging for men, a growth mindset only boosted women’s intellectual belonging when they did not work hard on academics. Our findings suggest, paradoxically, women may not benefit from a growth mindset in computing when they exert a lot of effort.     

Nonscience majors learning science: A theoretical model of motivation

A theoretical model of nonscience majors' motivation to learn science was tested by surveying 369 students in a large‐enrollment college science course that satisfies a core curriculum requirement. Based on a social‐cognitive framework, motivation to learn science was conceptualized as having both cognitive and affective influences that foster science achievement. Structural equation modeling was used to examine the hypothesized relationships among the variables. The students' motivation, as measured by the Science Motivation Questionnaire (SMQ), had a strong direct influence on their achievement, as measured by their science grade point average. The students' motivation was influenced by their belief in the relevance of science to their careers. This belief was slightly stronger in women than men. Essays by the students and interviews with them provided insight into their motivation. The model suggests that instructors should strategically connect science concepts to the careers of nonscience majors through such means as case studies to increase motivation and achievement. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 1088–1107, 2007     

Gender differences in the academic career

This study examines sources of satisfaction, indicators of stress, academic performance, and reward structure in the academic careers of male and female faculty at a major midwestern state university. Faculty pairs were selected from five academic divisions. A total of 58 matched pairs were identified. Of these, 63 faculty responded, yielding data for 23 matched pairs. Subjects were mailed the Academic Career Development Survey, consisting of 144 items. Results indicated that self-reported physical and mental health, and professional and personal life satisfaction were high for both males and females. Both males and females placed high importance on their career and on marriage/other intimate relationships; however, both reported high levels of dissatisfaction with these factors. Gender differences were found in both satisfaction and type of stress reported; no gender differences were found in composite teaching and research performance indices. Salary data, obtained for 42 matched pairs, indicated similar salary levels for men and women. Results were discussed with respect to prior research on gender differences and the academic career.     

How children's creative visual imagination and creative thinking relate to their representation of space

This article explores how creative visual imagination and creative thinking can help children to construct mental models of space. A mixed-method study, integrating quantitative and qualitative approaches and involving 98 five-year-old children (54 girls and 44 boys) demonstrated that creative visual imagination, rather than creative thinking, is linked with the knowledge and understanding of space. These results support the notion that creative visual imagination contributes to improvements in children's understanding of basic astronomical concepts. Interestingly, creative thinking was not associated with understanding and knowledge of cosmic phenomena in models taking into account creative imagination. The qualitative analysis showed differences in children's representations of space. We discuss the consequences of these findings for science education, particularly the teaching of elementary astronomy.     

Using Multicultural Resources for Teachers to Combat Racial Prejudice in the Classroom

As the American population continues to become more diverse there is a need to provide children in early education with factual information about all ethnic groups to decrease prejudice. First, teachers must examine their own beliefs prior to implementing a multicultural approach into the curriculum. Three questions are presented that will assist teachers in evaluating their views and behaviors toward ethnic groups. Informative resources are provided for teachers to educate themselves, parents, and students. Through children's literature, instructional materials, and Internet sources, teachers can promote more positive attitudes among students and educate children to be respectful and accept the individuality of others.     

The clinical use of motivational messages: an inquiry into the validity of the ARCS model of motivational design

Instruction, even when prepared according to sound instructional design principles, often does not stimulate students' motivation to learn. A motivational intervention, developed according to the processes outlined inthe ARCS model of motivational design, was implemented and tested following the conventions of an embedded single-case study. It was tested with a group of 15 adults participating in a staff development course conducted within the Mozambique Ministry of Education. Results, based on concurrent and discriminant analysis of both quantitative and qualitative data, indicated that the primary treatment, motivational messages, had positive effects on student attitude and performance. It may be concluded that the specific intervention and the ARCS model which provided the basis for designing it provide a sound basis for positively influencing student motivation to learn.     

Death education--where is thy sting?

We are not free to choose whether anyone will learn about death, though we have some choice about how they will learn. The author discusses the basic questions that need to be answered in planning death education at any level, and the possible goals, in terms of cognitive gain, skills, and attitudinal objectives. Some principles in regard to teaching methods and evaluation are described, with illustrations from the experiences of medical students and others. It is important that the teacher should be able to deal with the problems that such programs may arouse. Cheap emotional arousal is easy to produce, but trivial, unless creatively used for a valued purpose and adequately resolved. Death is infinitely exploitable, and the growth of death voyeurism via "education" is alarming. The capacity to recognize and avoid being exploited or exploiting others must be one of our principle educational objectives.     

Sex Differences in Spatial Competence: the ability of young children to map ‘primed’ unfamiliar environments

Abstract This paper reports on a study set up to investigate the effects of gender related differences in home range behaviour on the acquision of spatial and environmental skills amongst a group of children aged 8 to 11. The population was divided to form two groups (A and B) of similar sex composition and environmental experience. The children were informed that the aim of the project was to construct a map of an unfamiliar area which they were to visit. The two groups were ‘primed’ about their task in different ways, with children in Group B undertaking a slightly more complex exercise. The results show that whilst ‘priming’ has the effect of reducing disjunction between the spatial capabilities of boys and girls on simpler tasks, when the exercise is complicated boys do much better than girls in all but one of the spatial assessments. Such evidence lends further support to those who argue that the more extensive movements of boys through the environment leads to superior spatial ability. The educational implications of the results are considered.