Where and with whom does a brief social-belonging intervention promote progress in college?

• 成果类型: Article
• 署名作者: Walton, Gregory M.; Murphy, Mary C.; Logel, Christine; Yeager, David S.; Goyer, J. Parker; Brady, Shannon T.; Emerson, Katherine T. U.; Paunesku, David; Fotuhi, Omid; Blodorn, Alison; Boucher, Kathryn L.; Carter, Evelyn R.; Gopalan, Maithreyi; Henderson, Amy; Kroeper, Kathryn M.; Murdock-Perriera, Lisel Alice; Reeves, Stephanie L.; Ablorh, Tsotso T.; Ansari, Shahana; Chen, Susie; Fisher, Peter; Galvan, Manuel; Gilbertson, Madison Kawakami; Hulleman, Chris S.; Le Forestier, Joel M.; Lok, Christopher; Mathias, Katie; Muragishi, Gregg A.; Netter, Melanie; Ozier, Elise; Smith, Eric N.; Thoman, Dustin B.; Williams, Heidi E.; Wilmot, Matthew O.; Hartzog, Cassie; Li, X. Alice; Krol, Natasha
• 署名单位: Stanford University; Indiana University System; Indiana University Bloomington; University of Waterloo; University of Texas System; University of Texas Austin; Wake Forest University; Pennsylvania Commonwealth System of Higher Education (PCSHE); University of Pittsburgh; University of Indianapolis; Pennsylvania Commonwealth System of Higher Education (PCSHE); Pennsylvania State University; Pennsylvania State University - University Park; Sacred Heart University; California State University System; Sonoma State University; University of Massachusetts System; University of Massachusetts Boston; University of Hawaii System; University of Hawaii Manoa; University of California System; University of California Los Angeles; University of North Carolina; University of North Carolina Chapel Hill; University of Virginia; University of Toronto; University of Waterloo; University of Washington; University of Washington Seattle; University of Texas System; University of Texas Austin; California State University System; San Diego State University; University System of Ohio; Ohio State University
• 刊物名称: SCIENCE
• ISSN/ISSBN: 0036-9871
• DOI: 10.1126/science.ade4420
• 发表日期: 2023-05-05
• 页码: 499-505
• 关键词: reducing inequality; students; threat; HEALTH

摘要

A promising way to mitigate inequality is by addressing students' worries about belonging. But where and with whom is this social-belonging intervention effective? Here we report a team-science randomized controlled experiment with 26,911 students at 22 diverse institutions. Results showed that the social-belonging intervention, administered online before college (in under 30 minutes), increased the rate at which students completed the first year as full-time students, especially among students in groups that had historically progressed at lower rates. The college context also mattered: The intervention was effective only when students' groups were afforded opportunities to belong. This study develops methods for understanding how student identities and contexts interact with interventions. It also shows that a low-cost, scalable intervention generalizes its effects to 749 4-year institutions in the United States.