From: Education Week

To Encourage Girls in Science, Talk Action, Not Identity

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: Education Week

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