- The belief that ”ability is malleable and can be developed through persistence, good strategies, and quality mentoring” 

University of Michigan - Ann Arbor

- 150 stem faculty-astronomy, biology, biochem, biotech, chem, cog science, CS, economics, geological science, informatics, math, physics, and stats 
Decide fixed/growth 
- To decide if each individual faculty member had a fixed or growth mindset, they conducted a survey
- Faculty rated these statements from strongly agree to strongly disagree on a scale of 1-6: “to be honest, students have a certain amount of intelligence, and they really can’t do much to change it” & “Your intelligence is something about you that you can’t change very much”
- Higher scores on the scale indicate a growth mindset 
- URM-under represented minority- black, hispanic, native american/alaska native, and native hawaiian/pacific island 
- Used course grades and records from the university to analyze student achievement

Study Design of the mindset and racial achievement gap study 

Canning, E. A., Muenks, K., Green, D. J., & Murphy, M. C. (2019). STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes. Science advances, 5(2), eaau4734.

Growth Mindset 

- the belief that "intelligence and ability are fixed, innate qualities that cannot be changed or developed much."

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