Work

A customized belonging intervention improves retention of socially disadvantaged students at a broad-access university

Year: 2020

Type: article

Abstract: = 1,063). The intervention increased the likelihood that racial-ethnic minority and first-generation students maintained continuous enrollment over the next two academic years relative to multiple control groups. This two-year gain in persistence was mediated by greater feelings of social and academic fit one-year post-intervention. Results suggest that efforts to address belonging concerns at broad-access, majority-minority institutions can improve core academic outcomes for historically disadvantaged students at institutions designed to increase college accessibility.

Source: Science Advances

DOI: 10.1126/sciadv.aba4677

Authors: Mary C. Murphy, Maithreyi Gopalan, Evelyn R. Carter, Katherine T. U. Emerson, Bette L. Bottoms, Gregory M. Walton