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 (subscription may be required): Education Week

APS regularly opens certain online articles for discussion on our website. Effective February 2021, you must be a logged-in APS member to post comments. By posting a comment, you agree to our Community Guidelines and the display of your profile information, including your name and affiliation. Any opinions, findings, conclusions, or recommendations present in article comments are those of the writers and do not necessarily reflect the views of APS or the article’s author. For more information, please see our Community Guidelines.

Please login with your APS account to comment.