- Table 1 Faculty characteristics predicting faculty mindset beliefs.
Higher scores on faculty mindset beliefs reflect a more growth mindset. Gender was coded as follows: female = 1, male = 0. Race/ethnicity was coded as follows: URM (Black, Hispanic, Native American) = 1, non-URM (White, Asian) = 0. Tenure status was coded as follows: tenured = 1, nontenured = 0. Biology was used as the reference group for STEM discipline dummy codes.
B t (132) P Faculty gender 0.14 0.46 0.648 Faculty race/
ethnicity0.03 0.06 0.956 Faculty teaching
experience0.25 0.95 0.343 Faculty tenure
status−0.16 −0.54 0.588 Faculty age −0.16 −0.64 0.527 Astronomy −0.26 −0.33 0.739 Biochemistry −0.90 −1.37 0.175 Biotechnology 0.18 0.16 0.871 Chemistry −0.22 −0.44 0.659 Cognitive
Science−0.53 −0.58 0.565 Computer
Science−0.12 −0.23 0.816 Economics −0.64 −1.12 0.265 Geology 0.39 0.73 0.468 Informatics 0.31 0.69 0.490 Math −0.62 −1.48 0.140 Physics −0.53 −0.86 0.391 Statistics −0.32 −0.40 0.689
Supplementary Materials
Supplementary material for this article is available at http://advances.sciencemag.org/cgi/content/full/5/2/eaau4734/DC1
Supplemental Analyses
Table S1. Fixed effects estimates predicting students’ grades in STEM courses.
Table S2. Testing the role of other faculty characteristics.
Table S3. Fixed effects estimates predicting course evaluations.
Table S4. Correlations among the variables at level 1 (student).
Table S5. Correlations among the variables at level 2 (course).
Table S6. Correlations among the variables at level 3 (faculty).
Table S7. Discipline-level mindset beliefs.
Fig. S1. Mediation models for URM and non-URM students.
References (37–39)
Additional Files
Supplementary Materials
This PDF file includes:
- Supplemental Analyses
- Table S1. Fixed effects estimates predicting students’ grades in STEM courses.
- Table S2. Testing the role of other faculty characteristics.
- Table S3. Fixed effects estimates predicting course evaluations.
- Table S4. Correlations among the variables at level 1 (student).
- Table S5. Correlations among the variables at level 2 (course).
- Table S6. Correlations among the variables at level 3 (faculty).
- Table S7. Discipline-level mindset beliefs.
- Fig. S1. Mediation models for URM and non-URM students.
- References (37–39)
Files in this Data Supplement:
