Difference-Education Intervention That Promotes a Sense of Belonging, Mindset, and Hope in Minoritized First-Generation Students

Autor/in	Mercado, Felipe
Titel	Difference-Education Intervention That Promotes a Sense of Belonging, Mindset, and Hope in Minoritized First-Generation Students
Quelle	In: Journal of Leadership, Equity, and Research, 9 (2023) 1, S.115-132 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Intervention; Sense of Community; Student Participation; Psychological Patterns; Minority Group Students; First Generation College Students; Hispanic American Students; Minority Serving Institutions; Program Effectiveness; California + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Kalifornien
Abstract	This research aimed to test Difference-Education Intervention (DEI) to determine the impact of this intervention on first-generation students' sense of belonging, mindset, and hope in Hispanic Serving Institutions. Social Learning Theory was used to understand that individuals must internalize what is learned and perceived socially, as learning cannot be separated from its social context. As a result of a careful review of the literature, DEI was replicated to examine its effects on first-generation students in Hispanic Serving Institutions. The study used an experimental design to create a control and intervention group. A convenience sampling technique was utilized to recruit 174 first-generation and continuing-generation first-year students from seven class sections of a college preparation course at Fresno State. A total of 84 students (48.28%) participated in the intervention and completed both the pre and post-survey questions. 28 participants were male, and 56 were female. 71 of them were first-generation students, and 13 identified as continuing-generation students. These findings suggest that social-psychological interventions can increase a student's sense of belonging, mindset, and hope for first-generation students in Hispanic Serving Instutions. (As Provided).
Anmerkungen	Center for Leadership, Equity, and Research. 5821 East Rancho Drive, Fresno, CA 93727. Tel: 559-346-8728; Web site: https://journals.sfu.ca/cvj/index.php/cvj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01