An identity-based learning community intervention enhances the lived experience and success of first-generation college students in the biological sciences
Deborah J. Wu,
Tracie M. Gibson,
Linda M. Ziegenbein
et al.
Abstract:Working-class first-generation (FG) college students are underrepresented in higher education and STEM. Using a longitudinal quasi-experiment, we tested the impacts of a living learning community (LLC) in the biological sciences on FG students in their first year of college (Semester 1: N = 243; Semester 2: N = 199), across three cohorts (2018–2019, 2019–2020 and 2020–2021). Participation in the LLC enhanced FG students’ belonging, confidence, motivation, grades, knowledge of the social relevance of biology, a… Show more
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