Changing the Narrative: Reframing Help-Seeking Boosts Academic Performance Among First-Generation College Students

• In Event: Reducing Psychological Barriers to Effective Self-Regulated Learning in STEM

Abstract

Objective & Theoretical Framework
A college education remains one of the strongest drivers of upward mobility in the U.S., yet first-generation (FG) college students—whose parents do not hold a bachelor’s degree—are less likely to graduate, particularly in STEM fields where early struggles in “gateway” science courses contribute to high attrition rates (3–5). Supporting FG students in these courses may help reduce STEM unequal attrition. Peer education services (e.g., tutoring) are widely available but often underutilized (6)—especially by students who stand to benefit most (7, 8).
Although structural barriers like scheduling conflicts can limit access (9), many students also hold beliefs that discourage them from using peer education services. For example, students often worry that seeking help signals low ability, feel embarrassed to admit confusion, or doubt the added value of peer instruction (8). We propose that these concerns reflect a common underlying construal: that using academic supports signals a lack of belonging in the field and is a waste of time for students who have the “natural ability” to succeed. We hypothesize that an alternative construal may help counter these concerns: that using peer education services is not a sign of deficiency, but resourcefulness—an effective and efficient way to master material.
Methods & Data
To test this idea, we developed a brief intervention for an introductory biology course that consisted of three short reflection activities, administered throughout the semester, that framed use of the course’s peer education sessions as an act of resourcefulness. Across six course sections taught by two instructors over two semesters, we conducted a preregistered experiment in which 605 students (46% FG, 72% women, 36% white) were randomly assigned to complete either these resourcefulness-framed reflection activities or alternative reflections that offered generic encouragement to use the same resources. Notably, in this course, FG students received course grades that were 0.33 grade points lower than continuing-generation (CG) college students [95% CI: -0.57, -.09]. There were no significant differences in course grade by race/ethnicity or gender.
Following our preregistered analysis plan, we tested effects of the intervention on resource use and course grade in Bayesian regression models that examined moderation by FG status, race/ethnicity, and gender, controlling for lecture section, student demographics, pre-intervention resource usage, and baseline attitudes. Missing data on predictor variables (< 17% per variable) were handled using multiple imputation (10).
Results
The intervention increased attendance of peer education sessions by 38%, b = 1.38 [95% CI: 1.01, 1.88]. It also improved FG students’ course grades by 0.25 grade points, b = .25 [95% CI: 0.04, 0.45], but had no effect for continuing-generation students, b = -.06 [95% CI: -0.25, 0.13] (interaction b = 0.31 [95% CI: 0.01, 0.60]. See Figure 1. Effects did not vary by race/ethnicity or gender, consistent with the absence of achievement disparities along these dimensions in this course.
Significance
This study highlights how inequality in academic outcomes can be sustained not only by structural barriers, but also by the ways students interpret and respond to available supports.

Authors

• Cameron Hecht, University of Rochester

• Kali Trzesniewski, University of California - Davis

• Elizabeth A. Canning, Washington State University

• Evelyn Mandujano, University of California - Davis

• Anh Vu, University of Rochester