| Autor: |
Townsend SSM; University of Southern California, Los Angeles, CA, USA., Stephens NM; Northwestern University, Evanston, IL, USA., Hamedani MG; Stanford University, Stanford, CA, USA. |
| Jazyk: |
angličtina |
| Zdroj: |
Personality & social psychology bulletin [Pers Soc Psychol Bull] 2021 Oct; Vol. 47 (10), pp. 1510-1519. Date of Electronic Publication: 2021 Feb 09. |
| DOI: |
10.1177/0146167220982909 |
| Abstrakt: |
Difference-education interventions teach people a contextual theory of difference : that social group difference comes from participating in and adapting to diverse sociocultural contexts. At two universities, we delivered difference-education interventions during the college transition and examined long-term academic and intergroup outcomes. Nearly 4 years later, first-generation students who received a difference-education intervention earned higher grades and were more likely to attain honors standing than those in the control condition. Based on an end-of-college survey with students at one of the two universities, both first-generation and continuing-generation students showed greater comfort with social group difference compared with students in the control condition. Our results demonstrate for the first time that teaching first-generation students a contextual theory of difference can lead to long-term academic benefits that persist until graduation. This work also provides new evidence that difference-education can improve comfort with social group difference. |
| Databáze: |
MEDLINE |
| Externí odkaz: |
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