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Perspectives on Neuroscience
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Mindset Variations Among Undergraduate Neuroscience Students.

Jade A Jones1, Patrick R Harrison1, Bryant L Hutson2

  • 1Department of Psychology and Neuroscience University of North Carolina at Chapel Hill.

Journal of Undergraduate Neuroscience Education : JUNE : a Publication of FUN, Faculty for Undergraduate Neuroscience
|May 1, 2026
PubMed
Summary
This summary is machine-generated.

Neuroscience students generally possess a growth mindset, challenging prior research. Underrepresented minority students in neuroscience showed even higher growth mindset ratings, suggesting unique educational dynamics.

Keywords:
equity in STEMfixed mindsetgrowth mindsethistorically excluded groupsneuroscience educationundergraduate students

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Area of Science:

  • Neuroscience Education
  • Educational Psychology

Background:

  • Growth mindset, the belief in malleable intelligence, is crucial for academic success in STEM.
  • Previous studies indicated weaker growth mindsets in historically excluded student groups within STEM due to systemic barriers.
  • Most research on student mindsets has focused on introductory STEM courses or K-12 populations.

Purpose of the Study:

  • To investigate growth mindsets among undergraduate neuroscience students.
  • To compare mindset differences across various demographic groups within neuroscience.
  • To explore mindset in an undergraduate neuroscience context, an area previously under-researched.

Main Methods:

  • Employed a quantitative and qualitative research approach.
  • Assessed undergraduate students' mindsets.
  • Compared mindset scores across different demographic categories.

Main Results:

  • Contrary to prior research, the majority of neuroscience students demonstrated a growth mindset without specific interventions.
  • Students identifying with racial and ethnic minority groups (Persons Excluded because of their Ethnicity or Race - PEERs) reported significantly higher growth mindset ratings.
  • Findings challenge existing literature suggesting weaker growth mindsets in underrepresented STEM populations.

Conclusions:

  • Neuroscience education may foster growth mindsets differently than other STEM fields.
  • The positive mindset observed in minority neuroscience students warrants further investigation into contributing factors.
  • Future research should explore diverse demographics and disciplines beyond traditional STEM subjects like biology, chemistry, math, and physics.