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52.032 - The Social Class Achievement Gap: Interventions to Promote Performance for First-Generation College Students
Sat, April 18, 2:45 to 4:15pm, Sheraton, Floor: Ballroom Level, Sheraton ISession Type: Symposium
Abstract
First-generation college students have lower grades and higher dropout rates than continuing-generation students who have at least one parent with a bachelor’s degree. An emerging body of research suggests that this social class achievement gap may be due as much to difficulties in acculturation as to differences in resources and preparation. Symposium participants will discuss the psychological and structural factors that help and hinder first-generation students, as well as motivational and structural interventions that can increase their academic performance in college. Together, these studies provide evidence for the importance of considering the unique challenges faced by first-generation college students, and reveal the potential for improving their academic performance and retention.
Sub Unit
Chairs
Papers
First-Generation College Students as Biculturals: Integrated Social Class Identities Are Linked to Academic Success and Well-Being - Sarah Herrmann, Arizona State University - Tempe; Michael Varnum, Arizona State University - Phoenix
Drawing Upon Future Identity to Ease Interactions With Faculty for Low-Socioeconomic-Status Students and Improve Academic Performance - Vida Magarita Manzo; Mesmin Destin, Northwestern University; Sarah Townsend
Closing the Social Class Achievement Gap With Utility Value Interventions - Judith Harackiewicz, University of Wisconsin; Elizabeth Ann Canning, University of Wisconsin - Madison; Yoi Tibbetts, University of Wisconsin; Janet S. Hyde, University of Wisconsin - Madison
Assessing to Select the Best Students Holds Back Low-Social-Class Students - Frédérique Autin, Universite de Poitiers; Anatolia Batruch, University of Lausanne; Fabrizio Butera, University of Lausanne