Who Stays in STEM? How Growth Mindset Culture Fuels Minoritized Students’ Motivation and Belonging

Persistent racial and ethnic disparities in science, technology, engineering, and mathematics (STEM) education not only reflect barriers to opportunity but also limit the nation's scientific and economic potential. Drawing on research across psychology, education, and organizational studies, this paper examines how classroom culture—specifically, the shared beliefs and norms about whether ability is fixed or malleable—can shape student motivation, belonging, and retention in STEM. These classroom mindset cultures are communicated through peer behaviors, shaped by instructors’ practices, and anchored in organizational narratives. When signals from peers, educators, and institutions reinforce fixed beliefs about ability, they disproportionately undermine motivation and belonging for minoritized students. Conversely, when institutions align peer norms, instructional practices, and institutional messaging to normalize academic struggles and emphasize effortful growth over innate ability, they can create psychologically safe learning environments that support belonging and persistence. A range of potential policy recommendations at the peer, instructor, and institutional levels could strengthen STEM retention and broaden participation.