Does Tracking Culture Encourage Fixed Mindsets in Its Students? An Interdisciplinary Analysis Using International Datasets (70969)
Session Information:
Session: On Demand
Room: Virtual Video Presentation
Presentation Type:Virtual Presentation
This study serves as the first of its kind to quantitatively juxtapose students’ mindsets from tracking and comprehensive educational policies. Results indicated that students educated in a comprehensive policy are significantly more growth minded than students educated in a tracking policy (p ≤ .0001). Results also replicated the past finding that having a growth mindset can serve as a buffer against the negative impact coming from a low socioeconomic household can have on academic performance in math and reading (p ≤ .0001). Further results revealed the novel finding that having a growth mindset can serve as a buffer against the negative impact coming from a low socioeconomic household can have on future job expectation (p ≤ .0001). A theoretical framework rooted in classical conditioning is used to offer an explanation as to why students educated in a tracking policy are so fixed minded. Results of this research warrant the demand that sociologists, psychologists, and educators better work together on ensuring what scales PISA, TIMMS, and PIRLS measure. An argument for the abolishment of tracking is provided.
Authors:
Charles Albert McAndrew, Independent Researcher, United States
About the Presenter(s)
Mr. McAndrew recently earned his MSc from the University of Trento. His areas of expertise are social psychology, educational policy, and social inequalities. His current research focuses on the effect of between-school tracking on student mindset.
See this presentation on the full schedule – On Demand Schedule
Comments
Powered by WP LinkPress