Growth Mindset in Urban Education

Urban schools in contemporary society face a multitude of challenges that impede their students' academic success and graduation rates. These challenges can range from overcrowded classrooms and limited educational resources to a high percentage of economically disadvantaged students. To address these issues and improve graduation rates, authors Brougham and Kashubeck-West (2017) explore the potential benefits of implementing growth mindset interventions in urban schools. They argue that fostering a growth mindset may be more effective than traditional academic interventions in improving attendance and grade point averages, key indicators of graduation success.

This essay evaluates the findings and implications of their study, considering how growth mindset interventions could transform the educational landscape of urban schools.

The Importance of Mindset Growth

Mindset growth is an emerging concept in educational psychology that emphasizes the belief that intelligence and abilities can be developed through effort and learning. Despite its potential benefits, it remains an underutilized strategy in many educational settings. The article by Brougham and Kashubeck-West (2017) proposes a novel approach to mindset growth in urban schools by delivering American School Counseling Association (ASCA) based interventions in a group setting. These interventions aim to motivate students and cultivate a positive mindset, which may enhance their academic performance and overall school experience.

Students in urban schools often face environmental challenges such as low socioeconomic status, limited parental education, and minority status. These factors, combined with the difficult transition to ninth grade, create a complex web of obstacles that educators cannot directly change. However, by introducing interventions that encourage a growth mindset, school counselors can empower students to overcome these barriers and increase their likelihood of academic success. The authors hypothesize that growth mindset interventions will positively impact students' attendance, grades, and ultimately, graduation rates.

Methodology of the Study

Brougham and Kashubeck-West (2017) employed an experimental design to investigate the effects of growth mindset interventions on urban high school students. The study involved 89 freshmen, divided into treatment and control groups through random assignment. The treatment group participated in three sessions led by a school counselor, during which they learned about brain development, engaged in activities, and wrote letters encouraging future students. The control group received similar sessions but focused on brain anatomy and physiology instead.

Data were collected on students' grade point averages (GPAs), attendance records, and self-assessed Mindset Scale scores both before and after the intervention. The study's independent variable was the growth mindset intervention, while the dependent variables included academic performance, mindset scores, and attendance. The researchers aimed to determine whether growth mindset interventions could produce measurable improvements in these areas.

Findings and Implications

The study's results provided mixed support for the authors' hypotheses. The first hypothesis, predicting improved GPAs among students receiving growth mindset interventions, was not supported. Surprisingly, the treatment group's GPA declined, while the control group's GPA improved. This unexpected outcome suggests that while growth mindset interventions may not directly enhance academic performance, they may still hold value in other areas.

The second hypothesis, predicting improved growth mindset self-assessment among treatment group students, was validated. Participants reported a positive shift in their mindset, indicating the intervention's success in fostering a growth-oriented attitude. This finding underscores the potential of growth mindset interventions to inspire students to embrace challenges and persist in their learning efforts.

The third hypothesis, anticipating improved attendance among the treatment group, was not statistically significant. However, the decline in attendance was numerically smaller for the treatment group compared to the control group. This suggests that while the intervention may not have drastically impacted attendance, it might have mitigated further decline.

Overall, the study's authors deemed the intervention successful in positively affecting students' mindset beliefs. They recommend further studies with longer timeframes, involving diverse educational contexts, and incorporating growth mindset language into classroom settings. This approach could reinforce the intervention's effects and create a more supportive educational environment.

Conclusion

In conclusion, the study by Brougham and Kashubeck-West (2017) sheds light on the potential of growth mindset interventions to transform urban schools. While the results did not fully support all hypotheses, they highlight the importance of fostering a positive mindset in students. School counselors can play a crucial role in advocating for growth mindset language and practices within educational institutions. By focusing on students' efforts and resilience, rather than solely on outcomes, educators can create an atmosphere that encourages continuous learning and personal growth. For students from lower socioeconomic backgrounds, this shift in perspective could be particularly impactful, as it recognizes and values their efforts, ultimately contributing to their academic success.

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