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

Walton, Gregory M.; Cohen, Geoffrey L.

doi:10.1126/science.1198364

Cited by 1,407 publications

(1,384 citation statements)

References 24 publications

(6 reference statements)

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“…Although unconscious biases may lead scientists to make flawed decisions about hiring (20), scientifically sound data support the efficacy of interventions to mitigate bias (21,22). Stereotypes that alter an individual's sense of belonging in science can impede performance (23,24), but we have strong evidence from a randomized controlled trial of undergraduates that interventions can overcome these untoward effects (25). In one study conducted at an elite university, investigators randomized students to a brief social belonging intervention designed to lessen psychological perceptions of threat on campus by reframing social adversity as a common and transient experience.…”

Section: Challenge 3: Identifying Psychological and Social Factors Thmentioning

confidence: 89%

National Institutes of Health addresses the science of diversity

Valantine

Collins

2015

Proc. Natl. Acad. Sci. U.S.A.

303

266

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The US biomedical research workforce does not currently mirror the nation's population demographically, despite numerous attempts to increase diversity. This imbalance is limiting the promise of our biomedical enterprise for building knowledge and improving the nation's health. Beyond ensuring fairness in scientific workforce representation, recruiting and retaining a diverse set of minds and approaches is vital to harnessing the complete intellectual capital of the nation. The complexity inherent in diversifying the research workforce underscores the need for a rigorous scientific approach, consistent with the ways we address the challenges of science discovery and translation to human health. Herein, we identify four cross-cutting diversity challenges ripe for scientific exploration and opportunity: research evidence for diversity's impact on the quality and outputs of science; evidence-based approaches to recruitment and training; individual and institutional barriers to workforce diversity; and a national strategy for eliminating barriers to career transition, with scientifically based approaches for scaling and dissemination. Evidence-based data for each of these challenges should provide an integrated, stepwise approach to programs that enhance diversity rapidly within the biomedical research workforce.diversity | scientific workforce | underrepresentation in science | culture | biomedical research

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Section: Challenge 3: Identifying Psychological and Social Factors Thmentioning

confidence: 89%

National Institutes of Health addresses the science of diversity

Valantine

Collins

2015

Proc. Natl. Acad. Sci. U.S.A.

303

266

View full text Add to dashboard Cite

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“…Other research (e.g., Walton & Cohen, 2011) has shown that a sense of belonging to their school is an important protective factor in the wellbeing of children from minority backgrounds.…”

Section: School Membershipmentioning

confidence: 97%

The Role of Psychosocial Resources in the Adjustment of Migrant Adolescents

Farahani

Bradley

2018

Journal of Pacific Rim Psychology

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A dolescents who immigrate face particular adjustment challenges. This study investigated (a) levels of wellbeing and depression in migrant adolescents and their Australian native counterparts, (b) associations between adjustment and four psychosocial resources, and (c) moderating effects of country of birth on the relationships between these resources and adjustment indices. The sample (N = 327) included students born in Australia, English-speaking countries other than Australia, and non-Englishspeaking countries. Students born outside of Australia in English-speaking countries reported highest mean levels of wellbeing and ethnic identity. Ethnic identity did not have the expected protective effects on migrant adolescent adjustment. In contrast, a sense of school membership affected Australian-born adolescents more positively than it did their overseas-born peers. The results raise questions regarding sources of support and connectedness that might particularly help migrant adolescents.

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“…Acceptance concerns may fuel students' vigilance for cues that indicate whether they belong in a given setting (Walton & Cohen, 2011). Although individuals from lower social class backgrounds express vigilance to social threats more generally (Chen & Matthews, 2001;Kraus et al, 2011), they may be especially vigilant to interpersonal and environmental cues in university settings because these settings evoke concerns about social stigmatization (Johnson et al, 2011).…”

Section: The Role Of Objective Social Classmentioning

confidence: 99%

Social class and academic achievement in college: The interplay of rejection sensitivity and entity beliefs.

Rheinschmidt¹,

Mendoza‐Denton²

2014

Journal of Personality and Social Psychology

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Undergraduates, especially those from lower income backgrounds, may perceive their social class background as different or disadvantaged relative to that of peers and worry about negative social treatment. We hypothesized that concerns about discrimination based on one's social class (i.e., class-based rejection sensitivity or RS-class) would be damaging to undergraduates' achievement outcomes particularly among entity theorists, who perceive their personal characteristics as fixed. We reasoned that a perceived capacity for personal growth and change, characteristic of incremental theorists, would make the pursuit of a college degree and upward mobility seem more worthwhile and attainable. We found evidence across 3 studies that dispositionally held and experimentally primed entity (vs. incremental) beliefs predicted college academic performance as a function of RS-class. Studies 1a and 1b documented that high levels of both entity beliefs and RS-class predicted lower self-reported and official grades, respectively, among undergraduates from socioeconomically diverse backgrounds. In Study 2, high entity beliefs and RS-class at matriculation predicted decreased year-end official grades among lower class Latino students. Study 3 established the causal relationship of entity (vs. incremental) beliefs on academic test performance as a function of RS-class. We observed worse test performance with higher RS-class levels following an entity (vs. incremental) prime, an effect driven by lower income students. Findings from a 4th study suggest that entity theorists with RS-class concerns tend to believe less in upward mobility and, following academic setbacks, are prone to personal attributions of failure, as well as hopelessness. Implications for education and intervention are discussed.

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

Cited by 1,407 publications

References 24 publications

National Institutes of Health addresses the science of diversity

National Institutes of Health addresses the science of diversity

The Role of Psychosocial Resources in the Adjustment of Migrant Adolescents

Social class and academic achievement in college: The interplay of rejection sensitivity and entity beliefs.

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