Robert Crosnoe

Do interventions that promote the idea that intelligence is developed, not fixed, reduce inequalities in math achievement?

How do students’ changing relationships with parents, teachers, and peers influence their math/science achievement and course taking? How do these influences shift over time and within contexts defined by their level of economic disadvantage, race/ethnicity, and immigration ...

How do students’ changing relationships with parents, teachers, and peers influence their math/science achievement and course taking? How do these influences shift over time and within contexts defined by their level of economic disadvantage, race/ethnicity, and immigration ...