A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students
The authors tested an intervention aimed at bolstering freshman students' sense of social. Students reviewed narratives designed to persuade students to attribute adversity to common and transient aspects of transitioning to college, rather than something unique to themselves or their ethnic group. Additional activities (i.e., writing an essay and creating a video testimonial) were employed to help internalize the message. The intervention increased cumulative grade point averages (GPAs) for African-American students and halved the minority achievement gap relative to multiple control groups.