Leveraging Prosocial Value to Level the Playing Field in Introductory Chemistry

• In Event: Leveling the Playing Field: Utilizing Interest and/or Value for Engagement and Learning

Abstract

Objectives
To increase diversity in STEM fields, we must address attrition in STEM pathways. We developed and tested a novel prosocial utility-value intervention (UVI) in an introductory chemistry class.

Background
Even when college students show initial interest in STEM fields, they drop out or change majors at high rates, especially after gateway science courses (Shaw & Barbuti, 2010)). First-generation college students (FG; those for whom neither parent has a college degree) are particularly likely to leave science and engineering majors during college (Chen, 2013). Introductory chemistry is a prerequisite for students in many health-related and engineering career paths, and it poses unique motivational challenges. Most students aren’t interested in chemistry per se, but rather in another field or career for which chemistry is prerequisite. Moreover, many students’ career goals reflect prosocial motives (e.g., caring for patients, supporting their families, addressing climate change), but introductory chemistry typically covers basic scientific principles. How can a chemistry instructor support the interest of an aspiring doctor as they struggle to balance chemical equations? It is particularly important to address this challenge for FG students, who struggle in gateway science classes, and whose working-class backgrounds are associated with cultural norms of interdependence and helping others (Stephens et al., 2012).

Methods
We designed a novel version of the UVI – one that emphasizes prosocial utility value. In the “standard” version of this intervention, which has been tested in introductory biology classes, students are given writing assignments in which they discuss course material and reflect on its relevance and potential usefulness for themselves. Prior work has demonstrated that such personal UVIs can improve academic performance and persistence in biomedical pathways for first-generation students from underrepresented racial backgrounds (Harackiewicz et al., 2016; Hecht et al., 2019). In the current project, we tested whether the intervention could be improved by adding a prosocial focus. We will discuss the process of developing this intervention, including pilot work in which we explored different ways of emphasizing prosocial value. Our work revealed the importance of combining personal and prosocial relevance, rather than simply replacing personal value with prosocial value. This novel version of the intervention builds on personal connections by asking students to make personal connections and then reflect on prosocial value.
All students (N = 2,505; 20% FG) in a large introductory chemistry class at a flagship university were randomly assigned to either a control condition, a personal UVI, or a prosocial UVI condition. We then examined intervention effects for FG students on interest, performance, and future STEM.

Results and Significance
We found that first-generation college students reported higher levels of interest in chemistry, and performed better in the class in the prosocial UVI conditions, suggesting that an emphasis on the prosocial value of chemistry content was powerful in promoting interest and performance, and mediation analyses suggest that the intervention promoted performance by promoting interest. Reflecting on both the personal and prosocial usefulness of chemistry topics helped first-generation students maintain and develop their interest in pursuing STEM fields.

Authors

• Judith Harackiewicz, University of Wisconsin - Madison
  Presenting Author

• Michael W. Asher, University of Wisconsin - Madison
  Non-Presenting Author

• Patrick N. Beymer, University of Cincinnati
  Non-Presenting Author

• Cameron Hecht, University of Texas at Austin
  Non-Presenting Author

• Dustin Thoman, San Diego State University
  Non-Presenting Author