Abstract
The contributed papers in this special issue each provide valuable perspectives on how social processes are relevant to academic motivation. Yet a critical question remains: How can this research lead to concrete guidance for educators who wish to create motivating and equitable classrooms? We propose this complex task can be simplified by encouraging educators to address students’ concerns about how they are viewed by instructors in school. Our review of the literature suggests that two meta-concerns are particularly important to address for students from groups marginalized in education: whether instructors may (1) see them as limited in academic potential and (2) narrowly define them by their academic success. We argue that effective teaching practices address these concerns by communicating two corresponding messages: (1) inclusive expectations, “I recognize your potential for academic growth” and (2) broad regard, “I regard you as a whole person, with a range of personal values, social identities, and relationships.” These messages can shift students away from a “narrow” sense of self, in which their value is defined by current academic performance, and towards an “expansive” sense of self, in which students feel both academically capable and valued for more than just their academic success. We present evidence that novice instructors can use this framework to develop or adapt practices that are attuned to marginalized students’ two meta-concerns and enhance student motivation and engagement. Throughout this commentary, we describe how this framework can build on the important theoretical advances presented elsewhere in this special issue.
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Acknowledgements
We wish to thank Kathryn Wentzel, Ellen Skinner, Afiya Fredericks, Andrew Kim, Molly Weeks, members of the Texas Behavioral Science and Policy Institute, and members of the Dweck-Walton lab, who gave invaluable feedback on prior versions of this article.
Funding
Research reported in this publication was supported by Texas Mindset Initiative (TxMI): Post-secondary (PI: D. Yeager; Co-Is: P. Mhatre, C. Muller, R. Crosnoe, M. Giani); The University of Texas at Austin College of Natural Sciences, College of Liberal Arts, and College of Education; the Eunice Kennedy Shriver National Institute of Child Health and Human Development (grant numbers R01HD08477, P2CHD042849, Population Research Center, and T32HD007081, Training Program in Population Studies); National Science Foundation (grant numbers 1761179, 2201928); and the Yidan Prize Foundation.
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Smith, E.N., Yeager, D.S., Dweck, C.S. et al. An Organizing Framework for Teaching Practices that Can “Expand” the Self and Address Social Identity Concerns. Educ Psychol Rev 34, 2197–2219 (2022). https://doi.org/10.1007/s10648-022-09715-z
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DOI: https://doi.org/10.1007/s10648-022-09715-z