Reducing Inequality in Academic Success for Incoming College Students: A Randomized Trial of Growth Mindset and Belonging Interventions

Autor/inn/en	Broda, Michael; Yun, John; Schneider, Barbara; Yeager, David S.; Walton, Gregory M.; Diemer, Matthew
Titel	Reducing Inequality in Academic Success for Incoming College Students: A Randomized Trial of Growth Mindset and Belonging Interventions
Quelle	In: Journal of Research on Educational Effectiveness, 11 (2018) 3, S.317-338 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Broda, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2018.1429037
Schlagwörter	Academic Achievement; College Freshmen; Intervention; Disproportionate Representation; Social Psychology; Grade Point Average; College Credits; Program Effectiveness; Student School Relationship; Student Attitudes; State Universities; Hispanic American Students; African American Students; White Students; Online Surveys; Michigan + Suchen Sie Ihr Suchwort? Schulleistung; Studienanfänger; Sozialpsychologie; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Schüler-Lehrer-Beziehung; Schülerverhalten; Staatliche Universität; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner
Abstract	Light-touch social psychological interventions have gained considerable attention for their potential to improve academic outcomes for underrepresented and/or disadvantaged students in postsecondary education. While findings from previous interventions have demonstrated positive effects for racial and ethnic minority and first-generation students in small samples, few interventions have been implemented at a larger scale with more heterogeneous student populations. To address this research gap, 7,686 students, representing more than 90% of incoming first-year students at a large Midwestern public university, were randomly assigned to an online growth mindset intervention, social belonging intervention, or a comparison group. Results suggest that after the fall semester, the growth mindset intervention significantly improved grade point averages for Latino/a students by about 0.40 points. This represents a 72% reduction in the GPA gap between White and Latino/a students. Further, this effect was replicated for both spring semester GPA and cumulative GPA. These findings indicate that light-touch interventions may be a minimally invasive approach to improving academic outcomes for underrepresented students. Our findings also highlight the complexity of implementing customized belonging interventions in heterogeneous contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11