How Do Perceived Instructors' Mindset Beliefs Influence STEM Students' Belonging Uncertainty and Dropout Intentions? An Intersectional Analysis of Students' Gender and Immigrant Background

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Translated title of the contributionWelchen Einfluss haben wahrgenommene Dozierendenmindsets auf die Zugeh rigkeitsunsicherheit und Abbruchsintentionen von MINTStudierenden? : Eine intersektionale Analyse zwischen Geschlecht und Migrationshintergrund der Studierenden
Original languageEnglish
Pages (from-to)55-72
Number of pages18
JournalZeitschrift fur Entwicklungspsychologie und Padagogische Psychologie
Volume56
Issue number1-2
Publication statusPublished - Jan 2024

Abstract

We examined how undergraduate STEM students (N = 389) perceptions of their instructors beliefs that intelligence is malleable (growth mindsets) or unchangeable (fixed mindsets) influence their uncertainty about belonging and, in turn, their dropout intentions. Taking an intersectional research perspective, we focused on students gender and immigrant background to better understand the distinct and combined impact of these social categories on students academic experiences. Our results show that male students who perceived their instructors to hold more fixed mindsets reported fewer dropout intentions. In contrast, female students dropout intentions were unaffected by their perceived instructors mindset beliefs. Belonging uncertainty predicted students dropout intentions regardless of their gender and immigrant background, but did not serve as a mediator in the relationship between perceived instructors mindset beliefs and dropout intentions. Overall, our findings suggest the predominance of students gender in the examined context rather than definitive evidence of intersectional effects with their immigrant background.

Keywords

    belonging uncertainty, dropout intentions, instructors' mindset beliefs, intersectionality, STEM

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title = "How Do Perceived Instructors' Mindset Beliefs Influence STEM Students' Belonging Uncertainty and Dropout Intentions?: An Intersectional Analysis of Students' Gender and Immigrant Background",
abstract = "We examined how undergraduate STEM students (N = 389) perceptions of their instructors beliefs that intelligence is malleable (growth mindsets) or unchangeable (fixed mindsets) influence their uncertainty about belonging and, in turn, their dropout intentions. Taking an intersectional research perspective, we focused on students gender and immigrant background to better understand the distinct and combined impact of these social categories on students academic experiences. Our results show that male students who perceived their instructors to hold more fixed mindsets reported fewer dropout intentions. In contrast, female students dropout intentions were unaffected by their perceived instructors mindset beliefs. Belonging uncertainty predicted students dropout intentions regardless of their gender and immigrant background, but did not serve as a mediator in the relationship between perceived instructors mindset beliefs and dropout intentions. Overall, our findings suggest the predominance of students gender in the examined context rather than definitive evidence of intersectional effects with their immigrant background.",
keywords = "belonging uncertainty, dropout intentions, instructors' mindset beliefs, intersectionality, STEM",
author = "Elisabeth H{\"o}hne and Christin Lotz and Anne Deiglmayr and Lysann Zander",
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year = "2024",
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doi = "10.1026/0049-8637/a000290",
language = "English",
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pages = "55--72",
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T1 - How Do Perceived Instructors' Mindset Beliefs Influence STEM Students' Belonging Uncertainty and Dropout Intentions?

T2 - An Intersectional Analysis of Students' Gender and Immigrant Background

AU - Höhne, Elisabeth

AU - Lotz, Christin

AU - Deiglmayr, Anne

AU - Zander, Lysann

N1 - Publisher Copyright: © 2024 The Author(s).

PY - 2024/1

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N2 - We examined how undergraduate STEM students (N = 389) perceptions of their instructors beliefs that intelligence is malleable (growth mindsets) or unchangeable (fixed mindsets) influence their uncertainty about belonging and, in turn, their dropout intentions. Taking an intersectional research perspective, we focused on students gender and immigrant background to better understand the distinct and combined impact of these social categories on students academic experiences. Our results show that male students who perceived their instructors to hold more fixed mindsets reported fewer dropout intentions. In contrast, female students dropout intentions were unaffected by their perceived instructors mindset beliefs. Belonging uncertainty predicted students dropout intentions regardless of their gender and immigrant background, but did not serve as a mediator in the relationship between perceived instructors mindset beliefs and dropout intentions. Overall, our findings suggest the predominance of students gender in the examined context rather than definitive evidence of intersectional effects with their immigrant background.

AB - We examined how undergraduate STEM students (N = 389) perceptions of their instructors beliefs that intelligence is malleable (growth mindsets) or unchangeable (fixed mindsets) influence their uncertainty about belonging and, in turn, their dropout intentions. Taking an intersectional research perspective, we focused on students gender and immigrant background to better understand the distinct and combined impact of these social categories on students academic experiences. Our results show that male students who perceived their instructors to hold more fixed mindsets reported fewer dropout intentions. In contrast, female students dropout intentions were unaffected by their perceived instructors mindset beliefs. Belonging uncertainty predicted students dropout intentions regardless of their gender and immigrant background, but did not serve as a mediator in the relationship between perceived instructors mindset beliefs and dropout intentions. Overall, our findings suggest the predominance of students gender in the examined context rather than definitive evidence of intersectional effects with their immigrant background.

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KW - dropout intentions

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