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A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students

The authors tested an intervention aimed at bolstering freshman students' sense of social. Students reviewed narratives designed to persuade students to attribute adversity to common and transient aspects of transitioning to college, rather than something unique to themselves or their ethnic group. Additional activities (i.e., writing an essay and creating a video testimonial) were employed to help internalize the message. The intervention...

Keywords:: Social Belonging, StudentFocus, Achievement Gap, Social Isolation, Undergraduates, StudentDiversity

Disciplines:

Academic Support Services / Degree Completion or Accelerating Graduation / Achievement Gaps

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Material Type:: Open (Access) Journal-Article
Date Added to MERLOT:: April 7, 2016
Date Modified in MERLOT:: January 8, 2018
Authors:: Gregory Walton, Department of Psychology, Stanford University
Geoffrey Cohen, Department of Psychology, 2 School of Education and Graduate School of Business, Stanford University
Submitter:: Roy Stripling
Primary Audience:: College General Ed, College Lower Division, College Upper Division
Technical Format:: Website