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

Walton, Gregory M. ; Cohen, Geoffrey L.

Science (American Association for the Advancement of Science), 2011-03, Vol.331 (6023), p.1447-1451 [Periódico revisado por pares]

Washington, DC: American Association for the Advancement of Science

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Título:
A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students
Autor: Walton, Gregory M. ; Cohen, Geoffrey L.
Assuntos: Academic achievement ; Achievement ; Adjustment ; African Americans ; African Americans - psychology ; Biological and medical sciences ; Change Strategies ; Control Groups ; Educational Measurement ; Educational psychology ; European Continental Ancestry Group ; Female ; Framing ; Fundamental and applied biological sciences. Psychology ; Grade point average ; Happiness ; Health ; Health outcomes ; Health Status ; Humans ; Intervention ; Levers ; Male ; Messages ; Minorities ; Minority group students ; Minority Groups ; Minority Groups - psychology ; Minority students ; Perception ; Psychoeducational intervention ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. Academic achievement and failure ; Randomized Controlled Trials ; School campuses ; Self reports ; Social Adjustment ; Social Desirability ; Social Isolation ; Social networks ; Social Perception ; Social psychology ; Strategy ; Students ; Students - psychology ; Wellbeing
É parte de: Science (American Association for the Advancement of Science), 2011-03, Vol.331 (6023), p.1447-1451
Notas: ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-News-1
ObjectType-Feature-3
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Descrição: A brief intervention aimed at buttressing college freshmen's sense of social belonging in school was tested in a randomized controlled trial (N = 92), and its academic and health-related consequences over 3 years are reported. The intervention aimed to lessen psychological perceptions of threat on campus by framing social adversity as common and transient. It used subtle attitude-change strategies to lead participants to self-generate the intervention message. The intervention was expected to be particularly beneficial to African-American students (N = 49), a stereotyped and socially marginalized group in academics, and less so to European-American students (N = 43). Consistent with these expectations, over the 3-year observation period the intervention raised African Americans' grade-point average (GPA) relative to multiple control groups and halved the minority achievement gap. This performance boost was mediated by the effect of the intervention on subjective construal: It prevented students from seeing adversity on campus as an indictment of their belonging. Additionally, the intervention improved African Americans' self-reported health and well-being and reduced their reported number of doctor visits 3 years postintervention. Senior-year surveys indicated no awareness among participants of the intervention's impact. The results suggest that social belonging is a psychological lever where targeted intervention can have broad consequences that lessen inequalities in achievement and health.
Editor: Washington, DC: American Association for the Advancement of Science
Idioma: Inglês

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

Walton, Gregory M. ; Cohen, Geoffrey L.

Washington, DC: American Association for the Advancement of Science

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