A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students
A brief intervention aimed at buttressing college freshmen’s sense of social belonging was tested in a randomized controlled trial (N = 92). The intervention aimed to lessen psychological perceptions of threat on campus. It used subtle attitude-change strategies to lead participants to self-generate the intervention message. The intervention was expected to be particularly beneficial to African-American students and less so to European-American students. Over the 3-year observation period the intervention raised African Americans’ grade-point average (GPA) relative to multiple control groups and halved the minority achievement gap.