A Mind-Set Is a Difficult Thing to Change: Why Reforming Low-Performing Schools Requires Eradicating Negative Beliefs about Students. The Claremont Letter. Volume 2, Issue 3

Autor/in	Thompson, Gail
Institution	Claremont Graduate University
Titel	A Mind-Set Is a Difficult Thing to Change: Why Reforming Low-Performing Schools Requires Eradicating Negative Beliefs about Students. The Claremont Letter. Volume 2, Issue 3
Quelle	(2007), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; School Restructuring; Beliefs; Negative Attitudes; African American Students; Hispanic American Students; Minority Group Students; Low Income Groups; Social Attitudes; Racial Attitudes; Attitude Change; Change Strategies; Educational Change; Ethnic Stereotypes; Theory of Mind; Educational Improvement; Improvement Programs; Low Achievement; United States + Suchen Sie Ihr Suchwort? Schulleistung; Schulreformplan; Schulumwandlung; Belief; Glaube; Negative Fixierung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Social attidude; Soziale Einstellung; Rassenfrage; Attitudinal change; Einstellungsänderung; Lösungsstrategie; Bildungsreform; National stereotype; Nationales Stereotyp; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; Unterdurchschnittliche Leistung; USA
Abstract	Numerous researchers have devoted their careers to school reform. At the same time, many politicians have gotten elected by promising to fix failing schools. Although a lot of time, energy, and money have been invested in tackling this problem, the problem persists: Too many schools in the United States are failing to prepare too many students for admission to four-year colleges and universities or to be eligible for decent-paying jobs immediately after high school (Kozol, 2005). Though the topics of school reform and the achievement gaps have generated a lot of research, discussion, and controversy, one related topic that hasn't received as much attention as it should is the effects of negative mind-sets, attitudes, and beliefs about low-performing students. In recent years, the author has become increasingly convinced that true reform won't ever occur until detrimental mind-sets have been addressed and eradicated. To put it bluntly, many of the people who are in a position to improve schools harbor beliefs that are counterproductive to what they say they want to do, and that actually end up harming the same groups of students who have historically underachieved. In this article, the author describes four common harmful mind-sets about African American, Latino, and low-income students that she has identified through her research and from the work of other researchers, and shows how these mind-sets affect students. One harmful mind-set involves parents, the other three pertain to the students themselves, and taken together these mind-sets have contributed to the inequality of educational opportunity that remains rampant in the United States. (ERIC).
Anmerkungen	Claremont Graduate University. School of Educational Studies, 150 East Tenth Street, Claremont, CA 91711. Tel: 909-621-8000; Fax: 909-621-8734; Web site: http://www.cgu.edu/ses
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10