Difference-Education Improves First-Generation Students’ Grades Throughout College and Increases Comfort With Social Group Difference

Townsend, Sarah S. M.; Stephens, Nicole M.; Hamedani, Mar Yam G.

doi:10.1177/0146167220982909

Cited by 13 publications

(17 citation statements)

References 28 publications

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“…Recent research on social class, refugee status, and gender identity and sexual orientation also highlights that taking both pride and prejudice into account holds promise for fostering inclusion within mainstream institutions. For instance, interventions affirming cultural differences tied to lived experiences associated with working-class backgrounds within mainstream college settings have been associated with immediate and long-term positive academic outcomes for first-generation college students (Stephens et al, 2019; Townsend et al, 2021). Similarly, research on transgender and gender-diverse youths has shown that affirming a gender or sexual-orientation identity that can be tied to stigma (e.g., Gibson et al, 2021) is associated with positive consequences for well-being (Russell et al, 2018; van der Miesen et al, 2020).…”

Section: Promoting Inclusion Within Mainstream Institutions: Addressi...mentioning

confidence: 99%

“…2). For example, dominant-group members who express more positive intergroup attitudes experience less anxiety and more comfort interacting with other individuals from different social groups (e.g., cross-race and cross-social-class interactions; Brannon et al, 2017; Townsend et al, 2021). Research has shown that dominant-group members’ actual intergroup attitudes (e.g., Plaut et al, 2009) and inferred beliefs (e.g., signaled through behaviors such as wearing a BLM pin; Derricks et al, 2022) are linked to engagement and trust of marginalized-group members within mainstream institutions (e.g., workplaces, medical settings).…”

Section: Intergroup Attitudes: Out-group Exposure To Pride-and-prejud...mentioning

confidence: 99%

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Pride-and-Prejudice Perspectives of Marginalization Can Advance Science and Society

Brannon

2022

Curr Dir Psychol Sci

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Research that conceptualizes marginalization as tied to both pride and prejudice—or as simultaneously a source of strengths and stigma—is especially well positioned to address social problems in ways that can fuel progress for science and society. This review integrates insights from current research to highlight that leveraging pride-and-prejudice perspectives of marginalization can spark meaningful advancement toward mitigating social inequalities. Specifically, focusing on marginalization associated with race-ethnicity, social class, refugee status, and gender identity and sexual orientation, it highlights burgeoning research that harnesses pride-and-prejudice perspectives to advance psychological theory and application linked to (a) inclusion among marginalized groups and (b) intergroup attitudes among more dominant or privileged groups. The review concludes with a discussion of implications for future research and policy directions that can foster inclusion and facilitate positive intergroup attitudes amidst challenges tied to a racial reckoning (e.g., resource or economic scarcity, backlash to diversity and multiculturalism).

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Section: Promoting Inclusion Within Mainstream Institutions: Addressi...mentioning

confidence: 99%

Section: Intergroup Attitudes: Out-group Exposure To Pride-and-prejud...mentioning

confidence: 99%

Pride-and-Prejudice Perspectives of Marginalization Can Advance Science and Society

Brannon

2022

Curr Dir Psychol Sci

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“…Continuing to implement initiatives based on the assumption that FGCS are primarily "disadvantaged" could be detrimental to these students, particularly given that they recognize their own strengths (Garrison and Gardner, 2012). In this case, institutions could foster the cultural values of FGCS (Stephens et al, 2012;Townsend et al, 2021), which could account for their motivation. Moreover, institutions could implement a variety of measures to acknowledge and support FGCS motivation.…”

Section: Discussionmentioning

confidence: 99%

“…Indeed, FGCS use and benefit from these programs (Becker et al, 2017;Bassett, 2021). Furthermore, experts have demonstrated that educational interventions can be consequential for these students (e.g., Stephens et al, 2014Stephens et al, , 2015Harackiewicz et al, 2016;Hecht et al, 2021;Townsend et al, 2021). Finally, FGCS possess an abundance of prior knowledge that can aid in their learning (Smith and Lucena, 2016).…”

Section: Contextualizing Differences By Generation Statusmentioning

confidence: 99%

Differential relations among expectancy, task value, engagement, and academic performance: The role of generation status

Edwards

Dai

2023

Front. Educ.

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IntroductionWe investigated differences in domain-general expectancy, value, and engagement in school by generation status and how the relationship among these constructs and academic performance differ by generation status.MethodsA total of 573 college students enrolled in introductory psychology courses participated in the study. We collected data on generation status, expectancy-value beliefs, school engagement, and official GPA data from participants, tested measurement invariance of expectancy-value beliefs and engagement between first-generation college students (FGCS) and continuing generation college students (CGCS), and conducted multigroup modeling to understand the differential relations of expectancy-value, engagement, and GPA between the two groups.ResultsWe discovered that the latent mean of expectancy beliefs differed significantly by generation status, with FGCS reporting higher expectancy than CGCS. There were no differences in the latent mean of task value. Multigroup structural equation modeling revealed that the effect of expectancy-value motivation on behavioral engagement was similar across groups, but its effect on cognitive engagement was greater for the FGCS than for the CGCS. For both groups, expectancy impacted academic performance via behavioral engagement. Finally, neither expectancy-value motivation nor cognitive engagement directly predicted academic performance for either group.DiscussionThe findings have important theoretical implications for understanding motivation and achievement of FGCS and CGCS and critical practical implications regarding undergraduate education.

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“…One promising form of training has been referred to as difference-education, which explains how class-based differences stem from being socialized in specific class contexts. This training has been shown to make people more comfortable with others from different SCBs, regardless of their own SCB, and has positive, enduring effects in higher education (Townsend et al, 2021). Because such training features strengths possessed by people from lower SCBs (e.g.…”

Section: Practical Implicationsmentioning

confidence: 99%

Believe to achieve? Understanding how social class background impacts the effects of achievement striving on propensity to negotiate

Simon

Corwin

Tilton

et al. 2022

JMP

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PurposeNegotiation is important for career success. Therefore, this study draws from social expectancy and self-regulation theories to develop a model proposing that social class background (SCB) influences the ease with which achievement striving translates into propensity to negotiate. Specifically, the authors examine how SCB moderates the relationship between achievement striving and negotiation propensity via a key mediator—status-based identity uncertainty—reflective of one's (un)certainty about their societal standing.Design/methodology/approachThe authors collected data across three surveys over a four-week period from 460 participants. The authors assessed negotiation propensity by asking participants to rank-order behavioral reactions, representative of different degrees of negotiation engagement, in response to three scenarios.FindingsThe positive effects of achievement striving on negotiation propensity are attenuated for individuals with lower SCBs, in part, because achievement-oriented individuals with lower SCBs experience a heightened sense of status-based identity uncertainty. Although achievement striving is an asset for initiating negotiations, it appears to disproportionately benefit those with higher SCBs.Originality/valueIndividuals higher in achievement striving and with lower SCBs may approach the negotiation process differently than those with higher SCBs. This dynamic serves as another mechanism through which cumulative (dis)advantage processes in career success may occur over time.

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Difference-Education Improves First-Generation Students’ Grades Throughout College and Increases Comfort With Social Group Difference

Cited by 13 publications

References 28 publications

Pride-and-Prejudice Perspectives of Marginalization Can Advance Science and Society

Pride-and-Prejudice Perspectives of Marginalization Can Advance Science and Society

Differential relations among expectancy, task value, engagement, and academic performance: The role of generation status

Believe to achieve? Understanding how social class background impacts the effects of achievement striving on propensity to negotiate

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