EXPLORING THE PREVALENCE, UNDERSTANDING, AND USE OF GROWTH MINDSET BY GATEWAY COURSE FACULTY TRANSITIONING TO ONLINE INSTRUCTION AMID THE COVID-19 OUTBREAK

Abstract

This study explored the prevalence, understanding, and use of growth mindset in gateway courses amid the COVID-19 outbreak. Using an explanatory sequential mixed-method approach, the study was guided by three research questions:

What is the relationship between faculty mindset and faculty perception of student mindset in gateway courses? How do gateway course faculty describe concepts of growth mindset? How was growth mindset translated into gateway courses through instructional approaches and faculty-student interactions in online environments amid the COVID-19 outbreak? The findings of this study revealed that gateway course faculty held a growth mindset belief about themselves and their students. Yet, half of the participants were unfamiliar with the concept of growth mindset and how it impacted teaching practices. In the classroom, based on the course document analysis, 83.3% (5 out of 6) of faculty sent mixed mindset messages to students. Moreover, this study revealed that gateway course faculty perceived several barriers, including current understanding, current structures, and current mentality, to implementing growth mindset strategies in courses. Implications of the current prevalence, understanding, and use of growth mindset are discussed. Next steps, including the development of supports to address current barriers and other equity issues that create a challenge for growth mindset implementation, are described.

Keywords: growth mindset, fixed mindset, academic mindset, retention, online instruction, faculty perceptions, college teaching, gateway courses