Search over three decades of research on mindsets, including Mindset Scholars Network briefs and working papers, and other publications from Network studies and initiatives.
This paper theorizes that academic interventions will be maximally effective when they are culturally grounded. Culturally grounded interventions acknowledge cultural differences and validate multiple cultural models in a given context. This review highlights the importance of considering culture in academic interventions and draws upon the culture cycle framework to provide a blueprint for those interested in building more efficacious interventions.
Specifically, the paper reviews literature in education and psychology to argue: 1) when working-class and racial minority students’ cultural models are not valued in mainstream academic domains, these students underperform; and 2) many current academic interventions intended to improve working-class and racial minority students’ academic outcomes could be further enhanced by cultural grounding.