To Encourage Girls in Science, Talk Action, Not Identity
February 21, 2019
Girls persevere longer and are more engaged in science tasks when they are asked to “do science,” rather than “be scientists,” finds a new study in the journal Psychological Science.
It’s the latest of a slew of experiments identifying small differences in a teacher’s language that may improve motivation in science—particularly for students who feel threatened by stereotypes suggesting they are less likely to perform well in the subject.
Read the whole story (subscription may be required): Education Week
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