Asian Journal of Education and Social Studies

Over the decades, schools have been facing the challenges of organizing lessons and making available equal prospects for students with diverse needs. This is so because students enter school with a wide scope of individual differences as a result of the multifaceted relationship between unequal environmental situations and genetic dispositions. The diverse sets of socioemotional characteristics and cognitive skills students entered formal school with determine how fast and how well students will learn. The capacity of schools to manage student heterogeneity will influence the provision of equal opportunities and the capacity to promote educational equity. Many existing or proposed interventions of policymakers and educators fail because they do not account for a learner’s contextual realities, such as structural and systemic barriers (poverty and marginalization). So, educational outcomes remain unequal within and across nations. Students’ mindsets have been acknowledged as a potential prise for making academic outcomes more equitable. Research studies have identified two broad ways the mindset culture can be communicated by teachers. This paper distinguishes between different notions of educational equity, reviews the empirical and theoretical mindset culture and examines its potential to reduce group-based inequalities in education.