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Where and with whom does a brief social-belonging intervention promote progress in college?

A promising way to mitigate inequality is by addressing students’ worries about belonging. But where and with whom is this social-belonging intervention effective? Here we report a team-science randomized controlled experiment with 26,911 students at 22 diverse institutions. Results showed that the social-belonging intervention, administered online before college (in under 30 minutes), increased the rate at which students completed the first...

Keywords:: AcademicOutcomes, StudentFocus, DegreeProgress, StudentDiversity

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Education / Diversity

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Material Type:: Open (Access) Journal-Article
Date Added to MERLOT:: May 24, 2024
Date Modified in MERLOT:: May 24, 2024
Authors:: Gregory Walton, Department of Psychology, Stanford University
Mary Murphy, Department of Psychology and Brain Sciences, Indiana University
Christine Logel, Department of Social Development Studies, Renison University College, University of Waterloo
David Yeager, Department of Psychology, University of Texas at Austin
J. Parker Goyer, Department of Psychology, Stanford University
Shannon Brady, Department of Psychology, Wake Forest University
Katherine Emerson, Department of Psychological and Brain Sciences, Indiana University
David Paunesku, Department of Psychology, Stanford University
Omid Fotuhi, Learning Research and Development Center, University of Pittsburgh
Alison Blodorn, Department of Psychology, Stanford University
Kathryn Boucher, Department of Psychological Sciences, University of Indianapolis
Evelyn Carter, Paradigm
Maithreyi Gopalan, Department of Education Policy Studies, The Pennsylvania State University
Amy Henderson, Department of Psychology, Stanford University
Kathryn Kroeper, Department of Psychology, Sacred Heart University
Lisel Murdock-Perriera, School of Education, Sonoma State University
Stephanie Reeves, WGU Labs
Tsotso Ablorh, Department of Clinical Psychology, University of Massachusetts Boston
Shahana Ansari, Department of Psychology, University of Hawai‘i at Mānoa
Susie Chen, WGU Labs
Peter Fisher, Department of Psychology, University of California, Los Angeles
Manuel Galvan, Department of Psychology and Neuroscience, University of North Carolina, Chapel Hill
Madison Gilbertson, School of Psychology, Fuller Theological Seminary
Chris Hulleman, School of Education and Human Development, University of Virginia
Joel Forestier, Department of Psychology, University of Toronto
Christopher Lok, Department of Psychology, University of Waterloo
Katie Mathias, Department of Psychological and Brain Sciences, Indiana University
Gregg Muragishi, Department of Psychology, University of Washington, Seattle
Melanie Netter, Department of Psychology, University of Texas at Austin
Elise Ozier, Department of Psychological and Brain Sciences, Indiana University
Eric Smith, Population Research Center, University of Texas at Austin
Dustin Thoman, Department of Psychology, San Diego State University
Heidi Williams, Department of Psychological and Brain Sciences, Indiana University
Matthew Wilmot, Department of Psychology, The Ohio State University
Cassie Hartzog, Department of Psychology, Stanford University
X. Alice Li, Department of Psychology, Stanford University
Natasha Krol, Department of Psychology, Stanford University
Submitter:: Roy Stripling
Primary Audience:: College General Ed, College Lower Division, College Upper Division
Technical Format:: Website