Robin Gauthier, Judy Diamond. In the United States, gender gaps in science interest widen during the middle school years. Recent research on adults shows that gender gaps in some academic fields are associated with mindsets about ability and gender-science biases. In a sample of students in a U. Guided by theories and prior research, we use a series of multivariate logistic regression models to examine the relationships between mindsets about ability and these variables. Results show that seeing academic ability as innate "fixed mindsets" is associated with boy-science bias, and that younger girls have less boy-science bias than older girls.
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