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"Murphy, Mary C"
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Mindsets shape consumer behavior
Mindsets—or implicit theories—are the beliefs people have about the nature of human characteristics. This article applies mindset theory and research to the field of consumer behavior. Specifically, we suggest how a fixed or growth mindset may shape consumer product preferences, acceptance of brand extensions, trust recovery following product failures, as well as the effectiveness of advertising and marketing campaigns. We argue that people with a fixed mindset are more likely to seek products and brands in line with their goals to burnish their self-image and demonstrate their positive qualities, while people with a growth mindset seek products that help them pursue their goals to improve and learn new things. Thus, products and brands may serve important self-enhancement functions—encouraging consumers to reinforce or expand core aspects of their identity. We also suggest that brands and companies can project a fixed or growth mindset. In turn, these organizational mindsets should shape consumers' expectations of, and relationships with, products, brands, and companies.
Journal Article
Cultures of growth : how the new science of mindset can transform individuals, teams, and organizations
\"Award-winning social psychologist Mary C. Murphy offers a ground-breaking reconsideration of individual and team success--showing how to create and sustain a growth mindset in any organization's culture.\" -- Inside dust jacket.
BOOK
Open science, communal culture, and women’s participation in the movement to improve science
Science is undergoing rapid change with the movement to improve science focused largely on reproducibility/replicability and open science practices. This moment of change—in which science turns inward to examine its methods and practices—provides an opportunity to address its historic lack of diversity and noninclusive culture. Through network modeling and semantic analysis, we provide an initial exploration of the structure, cultural frames, and women’s participation in the open science and reproducibility literatures (n = 2,926 articles and conference proceedings). Network analyses suggest that the open science and reproducibility literatures are emerging relatively independently of each other, sharing few common papers or authors. We next examine whether the literatures differentially incorporate collaborative, prosocial ideals that are known to engage members of underrepresented groups more than independent, winner-takes-all approaches. We find that open science has a more connected, collaborative structure than does reproducibility. Semantic analyses of paper abstracts reveal that these literatures have adopted different cultural frames: open science includes more explicitly communal and prosocial language than does reproducibility. Finally, consistent with literature suggesting the diversity benefits of communal and prosocial purposes, we find that women publish more frequently in high-status author positions (first or last) within open science (vs. reproducibility). Furthermore, this finding is further patterned by team size and time. Women are more represented in larger teams within reproducibility, and women’s participation is increasing in open science over time and decreasing in reproducibility. We conclude with actionable suggestions for cultivating a more prosocial and diverse culture of science.
Journal Article
Shifting the mindset culture to address global educational disparities
Educational outcomes remain highly unequal within and across nations. Students’ mindsets—their beliefs about whether intellectual abilities can be developed—have been identified as a potential lever for making adolescents’ academic outcomes more equitable. Recent research, however, suggests that intervention programs aimed at changing students’ mindsets should be supplemented by programs aimed at the changing the mindset culture, which is defined as the shared set of beliefs about learning in a school or classroom. This paper reviews the theoretical and empirical origin of the mindset culture and examines its potential to reduce group-based inequalities in education. In particular, experiments have identified two broad ways the mindset culture is communicated by teachers: via informal messages about growth (e.g., that all students will be helped to learn and succeed), and formal opportunities to improve (e.g., learning-focused grading policies and opportunities to revise and earn credit). New field experiments, applying techniques from behavioral science, have also revealed effective ways to influence teachers’ culture-creating behaviors. This paper describes recent breakthroughs in the U.S. educational context and discusses how lessons from these studies might be applied in future, global collaborations with researchers and practitioners.
Journal Article
The Role of Minoritized Student Representation in Promoting Achievement and Equity Within College STEM Courses
In the context of continued equity gaps in student success within and beyond STEM, this paper explored the extent to which the representation of underrepresented racial minority (URM) and first-generation college students predict grades in postsecondary STEM courses. The analyses examined 87,027 grades received by 11,868 STEM-interested students within 8,468 STEM courses at 20 institutions. Cross-classified multilevel models and student fixed effects analyses of these data both support the same conclusion: the proportion of URM and first-generation students within a class is positively associated with STEM grades among all students, and these relationships are stronger among students who are members of the minoritized group. Thus, promoting the representation of students with minoritized identities in STEM courses may lead to greater equity in college outcomes.
Journal Article
Towards fostering growth mindset classrooms: identifying teaching behaviors that signal instructors’ fixed and growth mindsets beliefs to students
Students who perceive their instructors to endorse growth (vs. fixed) mindset beliefs report better classroom experiences (e.g., greater belonging, fewer evaluative concerns) and, in turn, engage in more behaviors that promote academic success (e.g., class attendance and engagement). Although many instructors personally endorse growth (vs. fixed) mindset beliefs, their students often perceive their beliefs quite differently. And, to date, little is known about
how
students come to perceive their instructors as growth-minded or as fixed-minded. To address this, the present research employs a social cognitive classification paradigm to identify teaching behaviors that
students
perceive as communicating instructors’ mindset beliefs. College students (
N
Students
= 186) categorized specific teaching behaviors (
N
Behaviors
= 119) as signaling either fixed or growth mindset beliefs. Even after controlling for students’ personal mindset beliefs and the warmth of the teaching behavior, we found that when instructors suggest everyone can learn, offer opportunities for feedback, respond to struggling students with additional support and attention, and place value on learning it signals to students that their instructor endorses more growth mindset beliefs. Conversely, when instructors suggest that some students are incapable, fail to provide opportunities for feedback, respond to students’ struggle with frustration and/or resignation, and place value on performance and brilliance it signals to students that their instructor endorses fixed mindset beliefs.
Journal Article
Experience-Sampling Research Methods and Their Potential for Education Research
Experience-sampling methods (ESM) enable us to learn about individuals' lives in context by measuring participants' feelings, thoughts, actions, context, and/or activities as they go about their daily lives. By capturing experience, affect, and action in the moment and with repeated measures, ESM approaches allow researchers access to expand the areas and aspects of participants' experiences they can investigate and describe and to better understand how people and contexts shape these experiences. We argue ESM approaches can be particularly enriching for education research by enabling us to ask new and interesting questions about how students, teachers, and school leaders engage with education as they are living their lives and thus help us to better understand how education contexts shape learning and other outcomes. In this article, we highlight the value of these approaches for addressing new and exciting questions they may help education researchers to answer as they allow us to uncover experience in new ways.
Journal Article
Signaling Threat
This study examined the cues hypothesis, which holds that situational cues, such as a setting's features and organization, can make potential targets vulnerable to social identity threat. Objective and subjective measures of identity threat were collected from male and female math, science, and engineering (MSE) majors who watched an MSE conference video depicting either an unbalanced ratio of men to women or a balanced ratio. Women who viewed the unbalanced video exhibited more cognitive and physiological vigilance, and reported a lower sense of belonging and less desire to participate in the conference, than did women who viewed the gender-balanced video. Men were unaffected by this situational cue. The implications for understanding vulnerability to social identity threat, particularly among women in MSE settings, are discussed.
Journal Article