What we know about growth mindset
Updated: Nov 21
Release date: November 21, 2022
Growth mindset has come up before in this podcast because some advocates believe that it helps kids succeed. Everyone seems to be talking about growth mindset, but there is a poor understanding of how to define it, how to foster it, or how to determine if it works. This is why I was so excited to speak with Elizabeth Tipton. Beth is an Associate Professor of Statistics at Northwestern University, where she co-directs the Statistics for Evidence-Based Policy and Practice Center and is a Faculty Fellow in the Institute for Policy Research. Just this month, Beth and her colleagues published a commentary on two different meta-analyses of growth mindset. In our conversation, Beth explains what that means and what she found. She also provides a framework for how to think about growth mindset and any program or initiative we are thinking about for the kids in our lives. More information about Beth can be found below.
Biography of Elizabeth Tipton
Elizabeth Tipton is an Associate Professor of Statistics at Northwestern University, where she co-directs the Statistics for Evidence-Based Policy and Practice (STEPP) Center and is a Faculty Fellow in the Institute for Policy Research (IPR).
Tipton's research focuses on the design and analysis of field experiments, with a particular focus on issues of external validity and generalizability in experiments; meta-analysis, particularly of dependent effect sizes; and the use of (cluster) robust variance estimation.
In 2020, she received the Frederick Mosteller Award for Distinctive Contributions to Systematic Reviewing from the Campbell Collaboration. She has also received Early Career Awards from the American Psychological Association (Division 5), the Society for Research Synthesis Methods, and the American Education Research Association (Division D). She currently serves as an Associate Editor of the Journal of Educational and Behavioral Statistics, and is a member of the editorial boards of the Journal of Research on Educational Effectiveness, Research Synthesis Methods, and Psychological Bulletin. She is a member of the boards of Blueprints for Healthy Youth and the Society for Research on Educational Effectiveness. Her research has been funded by the Institute of Education Sciences, the National Science Foundation, the Spencer Foundation, and the Raikes Foundation.
Tipton earned her PhD in Statistics from Northwestern University in 2011. Before that, she completed an M.A. in Sociology from the University of Chicago and a B.A. in Mathematics from Transylvania University in Lexington, Kentucky. Prior to returning to Northwestern University, she was a member of the faculty at Teachers College, Columbia University for seven years.
Why Meta-Analyses of Growth Mindset and Other Interventions Should Follow Best Practices for Examining Heterogeneity