GM 3.5 References
Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38(2), 113-125. Retrieved from http://www.foothill.edu/attach/1474/views_of_intelligence.pdf
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263. doi: 10.1111/j.1467-8624.2007.00995.x
Claro, S. & Paunesku, D. (2014, September). Mindset gap among SES groups: The case of Chile with census data. Paper session presented at the meeting of the Society for Research on Educational Effectiveness, Washington, DC. Retrieved from https://www.sree.org/conferences/2014f/program/downloads/abstracts/1304.pdf
Cohen, G. L., Steele, C. M., & Ross, L. D. (1999). The mentor’s dilemma: Providing critical feedback across the racial divide. Personality and Social Psychology Bulletin, 25(10), 1302-1318. Retrieved from http://www.foothill.edu/attach/1474/critical_feedback.pdf
Dahl, G. B., & Lochner, L. (2012). The impact of family income on child achievement: Evidence from the Earned Income Tax Credit. American Economic Review, 102(5): 1927-56.
Dar-Nimrod, I., & Heine, S. J. (2006). Exposure to scientific theories affects women’s math performance. Science, 314(5798), 435-435. Retrieved from http://www.medicine.mcgill.ca/epidemiology/hanley/tmp/Applications/WomenMath.pdf
Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology 19(2), 294-304.
DeWitt, P. (2015, December 6). The problem with having a ‘growth mindset.’ Education Week. Retrieved from http://blogs.edweek.org/edweek/finding_common_ground/2015/12/the_problem_with_having_a_growth_mindset.html?cmp=eml-enl-eu-news2)
Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press.
Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY: Random House.
Dweck, C. S. (2007). Boosting achievement with messages that motivate. Education Canada, 47(2), 6-10. Retrieved from http://www.lib.usf.edu/tutoring/files/2012/02/Boosting_Achievement_Spring07-Dweck.pdf
Dweck, C. (2007). Is math a gift? Beliefs that put females at risk. In S. C. Ceci and W. M. Williams (Eds.), Why Aren’t More Women in Science? Top Researchers Debate the Evidence. Washington, DC: American Psychological Association (pp. 47–55). Retrieved from http://130.58.92.210/Students/phys29_2010/ElectronicReadings/Week%204/Dweck.pdf
Dweck, C. S. (2008). Mindsets and Math/Science Achievement. Retrieved from http://www.growthmindsetmaths.com/uploads/2/3/7/7/23776169/mindset_and_math_science_achievement_-_nov_2013.pdf
Dweck, C. S. (2010). Even geniuses work hard. Educational Leadership, 68(1), 16-20. Retrieved from http://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Even-Geniuses-Work-Hard.aspx
Ferlazzo, L. (2012, October 15). Response: Classroom strategies to foster a growth mindset. Education Week Teacher. Retrieved from http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/10/response_classroom_strategies_to_foster_a_growth_mindset.html
Good, C., Rattan, A., & Dweck, C. S. (2012). Why do women opt out? Sense of belonging and women’s representation in mathematics. Journal of Personality And Social Psychology, 102(4), 700. Retrieved from https://www.asms.sa.edu.au/wp-content/uploads/2013/04/why-girls-opt-out.pdf
Hartman-Hall, H. M. (2002). College students’ willingness to seek help for their learning disabilities. Learning Disability Quarterly, 25(4), 263-274. doi:10.2307/1511357
Hopkins, G. (2004, August 10). How can teachers develop students’ motivation — and success? Education World. Retrieved from http://www.educationworld.com/a_issues/chat/chat010.shtml
Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of personality and social psychology, 75(1), 33. Retrieved from http://www.itari.in/categories/ability_to_learn/praise_for_intelligence_can_undermine_childrens.pdf
Nix, S., Perez-Felkner, L., & Thomas, K. (2015). Perceived Mathematical Ability under Challenge: A Longitudinal Perspective on Sex Segregation among STEM Degree Fields. Frontiers in Psychology, 6(530). Retrieved from http://diginole.lib.fsu.edu/cgi/viewcontent.cgi?article=1009&context=edlp_faculty_publications
Osterholm, K., Nash, W. R., & Kritsonis, W. A. (2011). Effects of Labeling Students” Learning Disabled”: Emergent Themes in the Research Literature 1970 Through 2000. FOCUS on Colleges, Universities & Schools, 6(1).
Sideridis, G. D. (2003). On the origins of helpless behavior of students with learning disabilities: Avoidance motivation? International Journal of Educational Research, 39(4), 497-517. doi:10.1016/j.ijer.2004.06.011
Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., … & Cohen, G. L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General, 143(2), 804. Retrieved from http://www.apa.org/pubs/journals/releases/xge-a0033906.pdf