Literaturnachweis - Detailanzeige
| Institution | What Works Clearinghouse (WWC) (ED/IES); Abt Associates, Inc. |
|---|---|
| Titel | Social Belonging Interventions. Intervention Report. Supporting Postsecondary Success Topic Area. NCEE 2022-005 |
| Quelle | (2022), (16 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College Students; Academic Achievement; Student School Relationship; Enrollment; School Holding Power; Minority Group Students; First Generation College Students; Academic Persistence; Intervention; Costs; Grade Point Average; Program Effectiveness |
| Abstract | "Social Belonging" interventions for college students aim to reduce the impacts of negative stereotypes that may burden students in underrepresented groups and affect their persistence in college. There are different variations of "Social Belonging" interventions but they all have in common a goal of influencing students' sense that they could be successful within a college setting. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of "Social Belonging" interventions on postsecondary students' academic achievement, progressing in college, and college enrollment. The WWC identified 14 studies of "Social Belonging" interventions. Seven of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of "Social Belonging" on postsecondary students in less advantaged or underrepresented groups--including Asian, White, Black, Hispanic, first-generation, and female students--in both public and private postsecondary settings. [For the Intervention Brief, see ED617181. For the Intervention Report Snapshot, see ED617182.] (ERIC). |
| Anmerkungen | What Works Clearinghouse. 550 12th Street SW, Washington, DC 20024; e-mail: contact.WWC@ed.gov; Web site: https://whatworks.ed.gov/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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