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首页> 外文期刊>Journal of personality and social psychology >Closing Achievement Gaps With a Utility-Value Intervention: Disentangling Race and Social Class
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Closing Achievement Gaps With a Utility-Value Intervention: Disentangling Race and Social Class

机译：通过效用价值干预来缩小成就差距：消除种族和社会阶层

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Many college students abandon their goal of completing a degree in science, technology, engineering, or math (STEM) when confronted with challenging introductory-level science courses. In the U.S., this trend is more pronounced for underrepresented minority (URM) and first-generation (FG) students, and contributes to persisting racial and social-class achievement gaps in higher education. Previous intervention studies have focused exclusively on race or social class, but have not examined how the 2 may be confounded and interact. This research therefore investigates the independent and interactive effects of race and social class as moderators of an intervention designed to promote performance, measured by grade in the course. In a double-blind randomized experiment conducted over 4 semesters of an introductory biology course (N = 1,040), we tested the effectiveness of a utility-value intervention in which students wrote about the personal relevance of course material. The utility-value intervention was successful in reducing the achievement gap for FG-URM students by 61%: the performance gap for FG-URM students, relative to continuing generation (CG)-Majority students, was large in the control condition, .84 grade points (d = .98), and the treatment effect for FG-URM students was .51 grade points (d = 0.55). The UV intervention helped students from all groups find utility value in the course content, and mediation analyses showed that the process of writing about utility value was particularly powerful for FG-URM students. Results highlight the importance of intersectionality in examining the independent and interactive effects of race and social class when evaluating interventions to close achievement gaps and the mechanisms through which they may operate.
机译：当面对具有挑战性的入门级科学课程时，许多大学生放弃了完成科学，技术，工程或数学（STEM）学位的目标。在美国，这种趋势在少数族裔学生（URM）和第一代（FG）学生中更为明显，并助长了高等教育中种族和社会阶层成就差距的持续存在。先前的干预研究仅集中于种族或社会阶层，但没有研究两者可能如何混淆和相互作用。因此，本研究调查种族和社会阶层作为干预措施的主持人的独立和互动影响，这些干预措施旨在提高绩效，在课程中按年级衡量。在一项为期4个学期的生物学入门课程（N = 1,040）进行的双盲随机实验中，我们测试了效用价值干预措施的有效性，该干预措施中学生写下有关课程材料的个人相关性。效用价值干预成功地将FG-URM学生的成绩差距减少了61％：在控制条件下，相对于连续一代（CG）多数学生，FG-URM学生的成绩差距很大。分数（d = 0.98），FG-URM学生的治疗效果为0.51分数（d = 0.55）。紫外线干预帮助所有群体的学生在课程内容中找到效用价值，中介分析表明，对实用价值的撰写过程对FG-URM学生特别有效。结果突出了交互性在评估干预措施以缩小成就差距以及干预机制的作用时，对于检查种族和社会阶层的独立和互动影响的重要性。

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