The Impacts of an Intervention to Promote Belonging in Advanced Courses Among Underrepresented Students

• In Event: 32.082 - Roundtable Session 11
  In Roundtable Session: 32.082-14 - Measuring and Promoting Students' Social and Emotional Learning

Abstract

The present study investigated a brief intervention to promote feelings of belonging for underrepresented students taking Advanced Placement (AP) or International Baccalaureate (IB) classes for the first time. Students of color are consistently underrepresented in these courses. One aspect of addressing this inequity is supporting students during their transition to taking a rigorous course for the first time. Preliminary results revealed significant differences between the belonging ‘treatment’ and the study skills ‘control’ conditions in students’ perceptions of struggle in AP/IB classes, students’ confidence in overcoming challenges, and students’ pass rates in AP/IB classes. Findings suggest that this student belonging intervention could be a scalable intervention for bolstering underrepresented students’ success – both experientially and academically – in AP/IB courses.

Authors

• Holly L. Karakos, Equal Opportunity Schools

• Rika Marita Leilani Meyer, Equal Opportunity Schools

• Shannon Brady, Stanford University

• Adam Kay, Equal Opportunity Schools