Recent research supports the claim that a growth mindset (viewing academic ability as malleable rather than fixed) can support students' motivation and success in school, especially when facing challenges. Although these individual processes are theoretically shaped by the local social environment, we know relatively little about how contextual factors shape mindsets. Where is a growth mindset more common? And where is it most beneficial?

This project explores these questions using administrative data from several large California school districts. I draw on course enrollment pathways to characterize the local structure of curricular opportunities, and I assess how these opportunities relate to the prevalence and benefits of a growth mindset.

This lecture is part of the Interdisciplinary Training Program Seminar Series. Founded in 2005 at the Wisconsin Center for Education Research, ITP prepares doctoral scholars for careers in education science. The program provides specialized academic, professional and financial support and field research opportunities for up to 25 graduate fellows every year.