Empowerment Through Difference: An Online Difference-Education Intervention Closes the Social Class Achievement Gap.
Pers Soc Psychol Bull
; 45(7): 1068-1083, 2019 07.
Article
em En
| MEDLINE
| ID: mdl-30404569
ABSTRACT
A growing body of work suggests that teaching college students a contextual understanding of difference-that students' different experiences in college are the result of participating in different contexts before college-can improve the academic performance of first-generation students (i.e., students whose parents do not have 4-year college degrees). However, only one empirical study, using an in-person panel format, has demonstrated the benefits of this intervention approach. In the present research, we conduct two studies to test the effectiveness of a new difference-education intervention administered online to individual students. In both studies, first-year students read senior students' and recent graduates' stories about how they adjusted to college. In the difference-education condition, stories conveyed a contextual understanding of difference. We found that the online intervention effectively taught students a contextual understanding of difference and closed the social class achievement gap by increasing first-generation students' psychological empowerment and, thereby, end-of-second-year grades.
Palavras-chave
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Classe Social
/
Educação a Distância
/
Sucesso Acadêmico
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Empoderamento
Limite:
Female
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Humans
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Male
Idioma:
En
Ano de publicação:
2019
Tipo de documento:
Article