Closing the Social Class Achievement Gap for First-Generation Students in Undergraduate Biology

Autor/inn/en	Harackiewicz, Judith M.; Canning, Elizabeth A.; Tibbetts, Yoi; Giffen, Cynthia J.; Blair, Seth S.; Rouse, Douglas I.; Hyde, Janet S.
Titel	Closing the Social Class Achievement Gap for First-Generation Students in Undergraduate Biology
Quelle	In: Journal of Educational Psychology, 106 (2014) 2, S.375-389 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0034679
Schlagwörter	First Generation College Students; Undergraduate Students; College Science; Biology; Achievement Gap; Social Class; Science Achievement; Intervention; Introductory Courses; Program Effectiveness; Student Surveys; Grade Point Average; Academic Persistence; Student Experience; Questionnaires; Regression (Statistics) + Suchen Sie Ihr Suchwort? Biologie; Social classes; Soziale Klasse; Einführungskurs; Schülerbefragung; Studienerfahrung; Fragebogen; Regression; Regressionsanalyse
Abstract	Many students start college intending to pursue a career in the biosciences, but too many abandon this goal because they struggle in introductory biology. Interventions have been developed to close achievement gaps for underrepresented minority students and women, but no prior research has attempted to close the gap for first-generation students, a population that accounts for nearly a 5th of college students. We report a values affirmation intervention conducted with 798 U.S. students (154 first-generation) in an introductory biology course for majors. For first-generation students, values affirmation significantly improved final course grades and retention in the 2nd course in the biology sequence, as well as overall grade point average for the semester. This brief intervention narrowed the achievement gap between first-generation and continuing-generation students for course grades by 50% and increased retention in a critical gateway course by 20%. Our results suggest that educators can expand the pipeline for first-generation students to continue studying in the biosciences with psychological interventions. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01