Elizabeth A. Canning

STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes

Elizabeth A. Canning, Katherine Muenks, Dorainne J. Green et al. · Science Advances · 2019 · 511 citations · Full text

Faculty Issue, Stem Fields, Educational Psychology +19

Closing achievement gaps with a utility-value intervention: Disentangling race and social class.

Judith M. Harackiewicz, Elizabeth A. Canning, Yoi Tibbetts et al. · Journal of Personality and Social Psychology · 2015 · 501 citations · Full text

Educational Outcomes, Education, Student Outcome +22

Closing the social class achievement gap for first-generation students in undergraduate biology.

Judith M. Harackiewicz, Elizabeth A. Canning, Yoi Tibbetts et al. · Journal of Educational Psychology · 2013 · 357 citations · Full text

Undergraduate Biology, Science Education, First-generation Students +18

Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset beliefs predict their psychological vulnerability, engagement, and performance in class.

Katherine Muenks, Elizabeth A. Canning, Jennifer LaCosse et al. · Journal of Experimental Psychology General · 2020 · 222 citations · Full text

Improving performance and retention in introductory biology with a utility-value intervention.

Elizabeth A. Canning, Judith M. Harackiewicz, Stacy J. Priniski et al. · Journal of Educational Psychology · 2017 · 189 citations · Full text

Stem Education, Science Education, Behavioral Sciences +13