Social psychologists have learned a lot about how students’ sense of who they are and what is expected of them greatly influence academic achievement. This forum delved into the latest research in this field, and offered ideas about how digital technology might help or hinder educational ambitions.
The Feb. 18 panel on Identity, Motivation and Stereotype Threat was co-sponsored by the Stanford Graduate School of Education's Workshop on Poverty, Inequality and Education and Education's Digital Future.
More on the panelists:
Geoff Cohen, the James G. March Professor of Organizational Studies in Education and Business, Stanford Graduate School of Education; and Professor, Department of Psychology, studies processes related to identity maintenance and their implications for social problems.
Carol Dweck, the Lewis and Virginia Eaton Professor, Stanford University Department of Psychology, studies the self-conceptions (or mindsets) people use to structure the self and guide their behavior.
Claude Steele, the I. James Quillen Dean, Stanford Graduate School of Education; and the Lucie Stern Professor Emeritus of Psychology, studies stereotype threat and its application to minority student academic performance.
It was moderated by Deborah Stipek, the Judy Koch Professor in Education, Stanford Graduate School of Education, who studies instructional effects on children's achievement motivation, early childhood education, elementary education, and school reform.
