The application is aimed at testing the relationship between academic environments that foster the belief that intelligence is a relatively fixed (versus malleable) trait and students' susceptibility to stereotype-induced performance deficits. These relationships will be tested in laboratory studies, in real-world educational contexts, and through interventions. Specifically, the application will examine the effect of fostering either a fixed or expandable view of intelligence on students' learning, sense of belonging, and vulnerability to stereotype threat. The proposed studies also will illuminate the mechanisms through which stereotype threat affects sense of belonging and achievement. Additionally, the studies will explore the practices through which educators convey messages that intellectual skills are either fixed or expandable, and will investigate the effects of these practices on students' vulnerability to stereotype threat and sense of belonging. Finally, the application includes an intervention aimed at helping educators convey to their students the perspective that intelligence is acquirable. In sum, the aim of the proposed studies is to better understand how """"""""fixed ability"""""""" environments undermine people's academic achievement and sense of belonging, especially for stereotyped individuals.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Postdoctoral Individual National Research Service Award (F32)
Project #
1F32HD043595-01
Application #
6551473
Study Section
Special Emphasis Panel (ZRG1-RPHB-4 (01))
Program Officer
Maholmes, Valerie
Project Start
2002-12-01
Project End
Budget Start
2002-07-01
Budget End
2003-06-30
Support Year
1
Fiscal Year
2002
Total Cost
$38,320
Indirect Cost
Name
Columbia University (N.Y.)
Department
Psychology
Type
Other Domestic Higher Education
DUNS #
064931884
City
New York
State
NY
Country
United States
Zip Code
10027