On six items (Walton & Cohen, 2007), participants reported whether they felt Social fit. that they belonged or fit in socially at their university (e.g., feel like I belong as a student at “I [university]”), .86, = 5.11, = 1.25. = M SD On items we created, participants reported whether they felt Comfort in interactions. comfortable engaging in a variety of interpersonal behaviors in college (e.g., feel comfortable “I sharing my opinions with other [university] students”), .82, = 5.26, = 1.01. = M SD On five items we created, participants reported whether Value of working with others. they perceived seeking help from others as valuable for being a successful student (e.g., “Getting extra help outside of class is part of being a good student”), .84, = 6.09, = 0.80. = M SD Demographics. We obtained the following demographic information from the university registrar: gender, racial and ethnic background, high school grade point average (GPA), whether they were receiving Pell grants (as a measure of household income), and generation status. Results Difference-education message. Using the coding scheme from Stephens, Hamedani, & Destin (2014), we assessed whether participants in the difference-education condition learned that students’ diverse backgrounds can shape their college experiences. Specifically, we coded whether participants mentioned that and people have backgrounds mine” people’s different “like Two coders, unaware of participants’ generation status and condition, backgrounds matter. coded the data ( = .622–.838, Landis & Koch, 1977); coding disagreements were resolved through consensus. Supporting our hypothesis, participants in the difference-education condition more often mentioned that people have backgrounds like theirs and that people’s different backgrounds matter than did participants in the control condition. See Table 1 for sample
Social fit. On six items (Walton & Cohen, 2007), participants reported whether they felt that they belonged or fit in socially at their university (e.g., “I feel like I belong as a student at [university]”), = .86, M = 5.11, SD = 1.25. Comfort in interactions. On items we created, participants reported whether they felt comfortable engaging in a variety of interpersonal behaviors in college (e.g., “I feel comfortable sharing my opinions with other [university] students”), = .82, M = 5.26, SD = 1.01. Value of working with others. On five items we created, participants reported whether they perceived seeking help from others as valuable for being a successful student (e.g., “Getting extra help outside of class is part of being a good student”), = .84, M = 6.09, SD = 0.80. Demographics. We obtained the following demographic information from the university registrar: gender, racial and ethnic background, high school grade point average (GPA), whether they were receiving Pell grants (as a measure of household income), and generation status. Results Difference-education message. Using the coding scheme from Stephens, Hamedani, & Destin (2014), we assessed whether participants in the difference-education condition learned that students’ diverse backgrounds can shape their college experiences. Specifically, we coded whether participants mentioned that people have backgrounds “like mine” and people’s different backgrounds matter. Two coders, unaware of participants’ generation status and condition, coded the data ( = .622–.838, Landis & Koch, 1977); coding disagreements were resolved through consensus. Supporting our hypothesis, participants in the difference-education condition more often mentioned that people have backgrounds like theirs and that people’s different backgrounds matter than did participants in the control condition. See Table 1 for sample
empowerment_through_difference_-_an_individually_administered_de_intervention_closes_the_social_class_achievement_gap.docx