Social Class, Academic Achievement, and Effective Teaching: What Works for Underrepresented Students?

• In Event: Marriott Roundtable Session 66
  In Roundtable Session: Learning and Development in Raced and Classed Contexts

Abstract

This paper examined how college students’ social class, ACT scores, and parental education levels moderate the effects of low-inference instructional practices on two cognitive outcomes: critical thinking and need for cognition. Conditional effects were found for several instructional behaviors, assignments, and assignment characteristics, suggesting that instruction impacts students differently based on social class, ACT scores, and parental education level.

Authors

• Joshua M. Holmes, University of Iowa

• KC Culver, The University of Iowa

• Teniell L. Trolian, University at Albany, State University of New York