[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589905-105":59,"doc-detail-589905-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","aera-open-do-student-mindsets-differ-by-socioeconomic-status-and-explain-disparities-in-academic-achievement-in-the-united-states","AERA Open - Do Student Mindsets Differ by Socioeconomic Status and Explain Disparities in Academic Achievement in the United States?","","Higher–socioeconomic status (SES) students show a persistent academic advantage over lower-SES peers, and student mindsets may contribute to this gap. Using nationally representative data from ninth graders in U.S. public schools, the study finds higher SES relates to fewer fixed beliefs about academic ability. A fixed mindset correlates negatively with grades similarly across SES groups, indicating mindsets do not operate only through SES-specific effects. Mindsets explain a statistically significant but small portion of SES–achievement disparities, while most of the gap likely reflects deeper inequality.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/aera-open-do-student-mindsets-differ-by-socioeconomic-status-and-explain-disparities-in-academic-achievement-in-the-united-states/589905/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/aera-open-do-student-mindsets-differ-by-socioeconomic-status-and-explain-disparities-in-academic-achievement-in-the-united-states/589905.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does socioeconomic status relate to students’ academic mindsets in this study?","Question",{"text":112,"@type":113},"Students from higher-SES backgrounds show fewer fixed beliefs about academic ability than lower-SES students, based on nationally representative ninth-grade data.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Is the relationship between a fixed mindset and grades different across SES groups?",{"text":117,"@type":113},"No. The negative association between a fixed mindset and grades is similar regardless of students’ SES.",{"name":119,"@type":110,"acceptedAnswer":120},"To what extent do mindsets explain the SES–achievement gap?",{"text":121,"@type":113},"Student mindsets significantly but only modestly explain the existing relationship between SES and academic achievement, implying most of the gap comes from other root causes of inequality.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589905,1792167876,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJuly-September 2019, Vol. 5, No. 3, pp. 1–12 DOI: 10. 1177/2332858419857706  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2019. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nDo Student Mindsets Differ by Socioeconomic Status and Explain Disparities in Academic Achievement in the United States?  \nMesmin Destin   \nNorthwestern University  \nPaul Hanselman  \nUniversity of California, Irvine  \nJenny Buontempo  \nUniversity of Texas at Austin  \nElizabeth Tipton   \nNorthwestern University  \nDavid S. Yeager  \nUniversity of Texas at Austin  \nStudents from higher–socioeconomic status (SES) backgrounds show a persistent advantage in academic outcomes over lower-SES students. It is possible that students’beliefs about academic ability, or mindsets, play some role in contributing to these disparities. Data from a recent nationally representative sample of ninth-grade students in U.S. public schools provided evidence that higher SES was associated with fewer fixed beliefs about academic ability (a group difference of.22 standard deviations). Also, there was a negative association between a fixed mindset and grades that was similar regardless of a student’s SES. Finally, student mindsets were a significant but small factor in explaining the existing relationship between SES and achievement. Altogether, mindsets appear to be associated with socioeconomic circumstances and academic achievement; however, the vast majority of the existing socioeconomic achievement gap in the U.S. is likely driven by the root causes of inequality.  \nKeywords: socioeconomic status, mindset, achievement  \nThe differences in academic experiences and outcomes between American students from wealthy backgrounds and students from less economically advantaged backgrounds are remarkably large and have been growing in recent decades (Reardon, 2011, 2013) . Students whose parents have completed more years of education and have greater financial resources are increasingly likely to perform better in school and enjoy the various lifetime benefits of educational success than students whose parents have less education and fewer financial resources (Ma, Pender, & Welch, 2016; Sirin, 2005) . Although this growing socioeconomic achievement gap has also increased in other parts of the world, the United States has extraordinarily wide variation in the educational experiences and outcomes of students depending upon their location and socioeconomic circumstances (Spillane, 1996, 1999) . The  \nwide and systematic variation in educational experiences also means that any significant attempt to understand factors that influence student outcomes or educational inequality in the United States requires data that are representative of students, schools, and districts from all across the country.  \nSocioeconomic Status (SES) and Psychological Factors  \nA growing number of theoretical perspectives suggest that socioeconomic indicators, such as parental education and a family’s financial resources, may influence academic achievement in part through psychological mechanisms (Diemer, Mistry, Wadsworth, López, & Reimers, 2013; Kraus & Stephens, 2012; Stephens, Markus, & Phillips, 2014) . That is, higher SES may guide students toward  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([http://www.creativecommons.org/licenses/by-nc/4.0/](http://www.creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nDestin et al.  \nparticular ways of seeing themselves and the world ar","cbCaia9EVpuVu2OF","https://ap.wps.com/l/cbCaia9EVpuVu2OF","pdf",518547,12,"English","# Introduction\n## Differences in academic experiences and outcomes\n# Socioeconomic Status (SES) and Psychological Factors\n## Mindsets as mechanisms\n## Evidence from field experiments","[{\"question\":\"How does socioeconomic status relate to students’ academic mindsets in this study?\",\"answer\":\"Students from higher-SES backgrounds show fewer fixed beliefs about academic ability than lower-SES students, based on nationally representative ninth-grade data.\"},{\"question\":\"Is the relationship between a fixed mindset and grades different across SES groups?\",\"answer\":\"No. The negative association between a fixed mindset and grades is similar regardless of students’ SES.\"},{\"question\":\"To what extent do mindsets explain the SES–achievement gap?\",\"answer\":\"Student mindsets significantly but only modestly explain the existing relationship between SES and academic achievement, implying most of the gap comes from other root causes of inequality.\"}]","AERA Open - Do Student Mindsets Differ by Socioeconomic Status and Explain Disparities in Academic Achievement in the United States? | PDF",1792068371]