Reflecting on My High School Experience: Nurturing a Growth Mindset

A fixed or growth mindset can determine how you will achieve in life. My two life experience in high school that I faced dealing with my math class and college applications indicates I have a growth mindset.

The article “Brainology” , created by Psychologist Professor Carol S. Dweck from Standard University, displayed a research study based on the psychology of mindsets and how these mindsets affect individuals. In Dweck’s article, it is established that students may have one of two types of mindsets, either “…Students are afraid of challenges and devastated by setbacks” or “…Students relish challenges and are resilient in the face of setbacks” (Dweck). Otherwise known as a fixed and growth mindset. The author defines the fixed mindset as, “Many students believe that intelligence is fixed, that each person has a certain amount and that’s that” (Dweck). In other words, everyone possesses a certain amount of intellect, and there is no way to improve it. It is emphasized that this mindset is demoralizing to students because it makes them reflect badly on themselves, and increases their need for validation. The growth mindset on the other hand, illustrates that students “…believe that intelligence is a potential that can be realized through learning” (Dweck). The difference in this mentality is that individuals welcome challenges, benefit from mistakes, and are more likely to flourish in the face of delays. It is obvious to adopt and utilize this mentality, as implied by Dweck. The growth mindset allows students to be more motivated and eager to learn, while the fixed mentality limits the students intellectual growth and makes them focus on their academic appearance.

Throughout high school and middle school I’ve always struggled with math, especially when I entered high school. It was always a obstacle to overcome even with extra support like having tutors, studying or always trying my best. My junior year in high school I failed Algebra 2 both semesters, I took my first semester online to make up the credit to graduate on time, so my senior year I only had to worry but retaking one semester of algebra. When I talked to my counsellor she informed me I would not be able to graduate on time if I did not retake Algebra 1 and Algebra 2, knowing I had so many math classes to make up my mom and I set a goal for myself. Over summer I would attend summer school at Diego hills Charter to retain my math credit in order to graduate on time and have a stressless senior year. My determination to reach my goal started to fade away when the principal said to my mom and me “it’s not likely you’ll be able to finish both sessions of math”. When he uttered those words I thought to myself “how am I going to do this”? My mom talked to me and made me understand if I have something to reach and achieve go get it after that talk it made me understand that I had a goal to accomplish, Over the summer and that’s what I did. I finished both math classes on time, and I graduated with my senior class on time I even got the option to early grad. To know I finished this goal when others doubted made me feel like I can do anything I set my mind to which I can now understand. My second personal experience has to do with the obstacles I had to deal with during my college acceptance.

Grossmont College is not where I expected myself to be after high school. My expectations for college was completely different.However where I got accepted to didn’t work out the way it should. The college I was accepted to was Clark Atlanta a school I never thought about or going to until I went to a college expo. It changed my whole outcome of applying to an out of state college. Since It was late when I applied for scholarships I did not get enough money to actually go to Clark. My challenge is accepting the fact I am here attending Grossmont College having to take the long route, having to take classes that are non-transferable. I have family support to encourage me through this journey, friends who help me, so the only thing that might hinder me is giving up on myself. When I give up on myself I am giving up on my dreams I have been working towards. One thing that keeps going through my head every morning is it doesn’t matter how I get there but as long as I get there and achieve my goal. I tell myself this every morning, and because of that I can now overcome the fact that I am here every Monday, Wednesday and Friday. I continue to wake up and come to Grossmont with a positive attitude and get my work done.

Knowing I have a growth mindset it will aid me in the future very well. Life won’t always be an uphill battle, but when it does happen I know that I won’t give up I’ll focus and remember why I started this journey. I’ll put all my effort in my dreams, education, and future. However, it’s not easy and it definitely does not come easy, but i’ll never give up. Nevertheless, here’s a common motto I go by “You don’t have to be great to start, but you have to start to be great”. This quote shows you don’t have to have everything to start,but if you have motivation and determination you can be successful.

In conclusion my biggest concern is making sure I don’t give up on myself or dreams, but after reading this article I can now understand my mindset. I know that there is no substitution for hard work. Having a growth mindset will continue to guide me in my journey as it has taught me so much about myself, and what I am truly capable of when I apply myself. The end result in this academic endeavour will be worth it for my future self to understand the limits I can go when I don’t give up.

Works Cited

1. Dweck, C. S. (2006). Mindset: The new psychology of success. Random House Digital, Inc.
2. Dweck, C. S. (2008). Brainology: Transforming students’ motivation to learn. Intervention in School and Clinic, 43(3), 164-168.
3. Epstein, R. (2013). The sports gene: Inside the science of extraordinary athletic performance. Penguin.
4. Grant, A. M. (2013). Give and take: A revolutionary approach to success. Penguin.
5. Grit: The Power of Passion and Perseverance. (2016). Angela Duckworth. Simon & Schuster.
6. Mangels, J. A., Butterfield, B., Lamb, J., Good, C., & Dweck, C. S. (2006). Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model. Social cognitive and affective neuroscience, 1(2), 75-86.
7. Mercer-Mapstone, L., & Kuchel, L. (2017). Putting grit in its place: a response to Brown et al.(2016). Journal of Further and Higher Education, 41(5), 598-604.
8. Mindset Works. (n.d.). Growth Mindset Definition. https://www.mindsetworks.com/science/
9. Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological science, 26(6), 784-793.
10. Smith, R. W., & Hannon, J. C. (2018). Mindset theory and practice: A catalyst for coaching and sport psychology consultation. International Sport Coaching Journal, 5(3), 312-319.