Your browser doesn't support javascript.
loading
Difference-Education Improves First-Generation Students' Grades Throughout College and Increases Comfort With Social Group Difference.
Townsend, Sarah S M; Stephens, Nicole M; Hamedani, MarYam G.
Afiliação
  • Townsend SSM; University of Southern California, Los Angeles, CA, USA.
  • Stephens NM; Northwestern University, Evanston, IL, USA.
  • Hamedani MG; Stanford University, Stanford, CA, USA.
Pers Soc Psychol Bull ; 47(10): 1510-1519, 2021 10.
Article em En | MEDLINE | ID: mdl-33559529
Difference-education interventions teach people a contextual theory of difference: that social group difference comes from participating in and adapting to diverse sociocultural contexts. At two universities, we delivered difference-education interventions during the college transition and examined long-term academic and intergroup outcomes. Nearly 4 years later, first-generation students who received a difference-education intervention earned higher grades and were more likely to attain honors standing than those in the control condition. Based on an end-of-college survey with students at one of the two universities, both first-generation and continuing-generation students showed greater comfort with social group difference compared with students in the control condition. Our results demonstrate for the first time that teaching first-generation students a contextual theory of difference can lead to long-term academic benefits that persist until graduation. This work also provides new evidence that difference-education can improve comfort with social group difference.
Assuntos
Palavras-chave

Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Estudantes / Universidades Limite: Humans Idioma: En Ano de publicação: 2021 Tipo de documento: Article

Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Estudantes / Universidades Limite: Humans Idioma: En Ano de publicação: 2021 Tipo de documento: Article