Closing the Achievement Gap for First-Generation College Students

Nicole M. Stephens

Kellogg School of Management

Student Support Services WebinarJanuary 15, 2015

First Year Intervention Closed Achievement Gap

Compared with control condition, first-generation participants in intervention:

earned higher grades.

sought out more campus resources.

showed more adaptive coping with academic stressors.

(Stephens, Hamedani, & Destin, 2014: Stephens, Townsend, Hamedani, Destin, & Manzo, in prep)

Intervention Method

Designed transitional program, which took place at beginning of fall term (intervention).

Participants: incoming students (Half first-gen and half continuing-gen).

Panelists: junior and senior students told stories about learning to navigate college.

First-generation Story

Because my parents didn’t go to college, they weren’t always able to provide me the advice I needed. So it was sometimes hard to figure out which classes to take and what I wanted to do in the future. But there are other people who can provide that advice, and I learned that I needed to rely on my adviser more than other students.

Continuing-generation Story

I went to a small private school, and it was great college prep. We got lots of one-on-one attention, so it was a big adjustment going into classes with 300 people. I felt less overwhelmed when I took the time to get to know other students in the class.

Implementing this Intervention at Your School

Key Components of this Approach:Show how social class background matters – for both good and bad.

Show how all students can experience college differently.

Let senior students share their own stories.

Deliver a powerful but subtle message.

Suggested Resources:http://www.kellogg.northwestern.edu/faculty/stephens/htm/docs/Psychological%20Science-2014-Stephens-943-53.pdf

https://www.insidehighered.com/views/2014/03/18/essay-colleges-can-help-students-talking-about-issues-social-class

http://www.kellogg.northwestern.edu/faculty/stephens/htm/study%20materials.html