Student growth oriented and academic mindsets, a mixed methods descriptive case study of Washington State MESA high school students

Abstract

Pre-college programs have broadly focused on college access, with some addressing specific disciplines such as those in Science, Technology, Engineering and Math [STEM]. For more than 40 years, STEM pre-college programs like the Mathematics, Engineering, Science Achievement [MESA] Program have worked to diversify the pool of students who are prepared to enroll in postsecondary education, persist in a STEM major, graduate from college, and enter the STEM workforce. The literature supports the MESA approach that focuses on exposure and preparation through a holistic, longitudinal model. The development of programs like MESA are in response to the looming challenge of filling industry positions in the United States [U.S.], changing population demographics, U.S. competitiveness in the global market, and a drastic shift in the U.S. economy. Individuals who have typically entered STEM fields have been Caucasian males. With many of these males approaching retirement, there will be a significant number of vacant positions. There are two challenges in filling these positions. First, the fastest growing U.S. populations (Latino/Hispanic, African American, Native American and Pacific Islander), who by sheer numbers should be able to fill these positions have also been some of the most systematically marginalized in the American education system. Second, females are more than half of the college enrollment population but are not accessing STEM disciplines in proportion to their numbers in the overall college enrollment population. There are several reasons to explain why minority and female students do not persist through the education pipeline and into STEM disciplines and careers. Challenges include academic under-preparedness, financial barriers, fewer opportunities for experiential learning, stereotype threat, diminished sense of belonging, lack of a science identity, poor self-esteem and low self-efficacy. Supportive environments (Bronfenbrenner, 1976, 1994, 2006; Seymour & Hewitt, 1997) that foster growth oriented and academic mindsets (Blackwell & Dweck, 2007; Good, Rattan & Dweck, 2012; Yeager & Dweck, 2012; Dweck, 2016; Farrington et al., 2012) are key to increased academic performance, strengthening of science identity (Carlone and Johnson, 2007) and ultimately the retention and persistence of minorities and females in their pursuit of STEM disciplines and or careers. For this dissertation, the primary focus centered on student growth oriented and academic mindsets. Carol Dweck defines a growth mindset as, “the belief that your basic qualities are things you can cultivate through your efforts, your strategies, and help from others. Although people may differ in every which way-in their initial talents and aptitudes, interests, or temperaments-everyone can change and grow through application and experience” (Dweck, 2016 p. 7). Academic Mindsets are defined as the, “beliefs, attitudes, or ways of perceiving oneself in relation to learning and intellectual work that support[s] academic performance” (Farrington et al., 2012, p. 28). This mixed methods descriptive case study examined Seattle MESA and the five high schools that make up the program (there are six Washington State MESA [WSM] K-12 Programs: Seattle, Tacoma/South Puget Sound, Spokane, First Nations, Yakima/Tri-Cities, Southwest Washington). The dissertation drew on the work of Carol Dweck (Blackwell & Dweck, 2007; Good, Rattan & Dweck, 2012; Yeager & Dweck, 2012; Dweck, 2016), and on a model developed by Farrington et al. (2012). The Farrington et al. model (2012) guided the conceptualizations of the factors that have the potential to increase persistence and retention of minority and female students in the STEM pipeline. Farrington et al. acknowledges that the work of Dweck served as one of a select number of foundational theories for their construct of academic mindset, including works by Dweck (1986) and Dweck and Leggett, (1988). Finally, Bronfenbrenner’s theory of Ecological Human Development (1976, 1994, 2006) provided context for the role of the environment on student outcomes. Drawing from a student survey, student focus groups and individual semi-structured interviews as research methods, this dissertation addressees the following questions: 1) How do high school minority and female students participating in the Seattle MESA program describe their growth oriented and academic mindset? 2) Are there gender differences in growth oriented and academic mindset as reported by students? If so, what types of differences exist? 3) In what ways does the Seattle MESA environment foster a growth oriented and academic mindset for students? What strategies are used, and what is the rationale provided for these strategies? 4) What are the implications of this inquiry for policies and practices used in implementing a MESA high school program? Understanding how growth oriented and academic mindsets have the potential to influence the academic perseverance and ultimately performance of minority and female students in the Seattle MESA high school program can provide key information to practitioners, administrators and policy makers who desire to scale up and enhance best practice models in an intentional manner. Given the current STEM industry reality, there is an urgent need to find solutions that enhance the persistence and performance of minority and female populations through the STEM pipeline and into STEM careers.