Abstract
This study serves as the first of its kind to quantitatively juxtapose students’ mindsets from between-school tracking (BST) and comprehensive educational policies. Results indicated that students educated in a BST country were significantly more fixed minded than students educated in a comprehensive policy (p ≤ .0001). Results also replicated the past finding that being less fixed minded served as a buffer against the negative impact coming from a low socioeconomic status (SES) had on performance in math and reading (p ≤ .0001). Further results revealed the novel finding that being less fixed minded served as a buffer against the negative impact coming from a low SES had on future job expectation (p ≤ .0001). A theoretical framework rooted in classical conditioning is used to offer an explanation as to why students educated in a tracking policy are so fixed minded. Results of this research warrant the demand that sociologists, psychologists, and educators better work together on ensuring what scales PISA, TIMMS, and PIRLS measure. An argument for the abolishment of tracking is provided.
Author Information
Charles Albert McAndrew, University of Bologna, Italy
Paper Information
Conference: BCE2023
Stream: Mind
This paper is part of the BCE2023 Conference Proceedings (View)
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To cite this article:
McAndrew C. (2023) Does Tracking Culture Encourage Fixed Mindsets in Its Students? An Interdisciplinary Analysis Using International Datasets ISSN: 2435-9467 – The Barcelona Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2435-9467.2023.3
To link to this article: https://doi.org/10.22492/issn.2435-9467.2023.3
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