In classic research, Dweck (1975) found that boys tend to attribute their poor performance in math to factors, whereas girls tend to attribute their poor performance in math to factors.

In classic research, Dweck (1975) found that boys tend to attribute their poor performance in math to unstable internal factors, whereas girls tend to attribute their poor performance in math to stable internal factors.

Explanation:

Here, we are talking about motives related to attribution. Notice that Dweck found that boys attribute their success in math to unstable internal factors, and girls to stable internal factors.

External and internal are related to the locus of the attribution, the "location" of the cause of success or failure. For instance, an external attribution may be the fact that the test was easy. An internal one may be our own ability in math.

Unstable and stable are related to the stability of the attribution. For instance, cramming for the exam is an unstable attribution, since the effort we put into studying may vary each time. Ability, on the other hand, is a stable one, since it lasts and has consistency.

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facts: the 14th amendment

the 14th amendment addresses citizenship rights and equal protection of the laws.

the 14th amendment was intended to protect the rights of former slaves after the american civil war.

the 14th amendment was approved by congress in june of 1866 and ratified by the states on july 9, 1868.

the 14th amendment establishes that all persons born in the united states are citizens and are guaranteed all the rights of citizenship.

the 14th amendment establishes that the law protects all citizens equally.

in this case the passage of the 14th amendment   that was violated was the last part in which it states that there is equal protection of the law.