Marty Giaramito (faculty coordinator) Heroes and DifferencesNicole M. Stephens1, MarYam G....
Transcript of Marty Giaramito (faculty coordinator) Heroes and DifferencesNicole M. Stephens1, MarYam G....
HeroesandDifferencesTwoActiveLearningExperiencesforStudentSuccessHaroldStanislawCaliforniaStateUniversity,Stanislaus
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• USDeptofEducationTitleIIIPartFGrantP031C160070
• STEMSuccesspersonnel
• CherieDavis(grantdirector)
• IqbalAtwalandMissyLebray(staff)
• MartyGiaramito(facultycoordinator)
• AdditionalPsychologyfacultyassistance
• KellyCotter
• JuneNewman
• BruceHesse
Thanks!
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• AimstoincreasethenumberofSTEMdegreesreceivedbyHispanicandotherhistoricallyunderrepresentedstudents
• Focusesinpartonpsychosocialfactors (“non-cognitiveskills”)thatimpactacademicsuccess
Not“traditionally”
Stan State’s STEM Success grant
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• Academiccapital
• Senseofbelonging
• Self-efficacy
• Resilience
• Futurevision
• etc.
Psychosocial factors for students in transition
Especiallyiffirstgeneration
Especiallyifunderrepresented
Especiallyifneeding
remediation
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Example: Cruz’s Dream (from Cars 3)
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• Academiccapital
• Senseofbelonging
• Self-efficacy
• Resilience
• Futurevision
• etc.
Psychosocial factors for students in transition
✓Mentor
✓Community(othersarelikeme!)
✓Growthmindset
✓ Increasesenseofbelonging
✓Connectacademicstocareerplans
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• Hero’sJourney
• Helpsstudentsrealizetheyareinatransitionthatwillchallengethem
• Helpsstudentsrecognizeandconnectwithcampusresourcessuchasmentors,tutoringcenter,etc.
• Buildsacademiccapitalandfuturevision
• Similarities/DifferencesGame
• Helpsstudentsrecognizetheyarepartofacommunity
• Increasessenseofbelonging
Two activities
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• Canbeimplementedin1-2hoursinaclassroom
• “Safezone”climateisessential!
• Studentsmustfeelcomfortablesharinghighlypersonalinformation
• Respectprivacy/confidentiality
• Maytriggerstrongemotions
• Havecontingencyplansinplace
• Maybeastransformativeforfaculty/staffasforstudents
General features Studentsdon’tdooptional
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• UsedasapedagogicaltoolforincomingSTEMstudentsbyElizabethImhofatSantaBarbaraCityCollege,helpingtoimproveacademicperformance
• Frequentlycitedintheliteraturetoexplaineducationaltransitions,butnottofacilitatethem
• DrawsonJosephCampbell’s(1949)conceptofthemonomythasubiquitousacrosserasandcultures
The Hero’s Journey
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• Theherotraversesacommonsequenceofevents
The Hero’s Journey
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The Hero’s Journey
• Proposetostudentsthatcollegeisahero’sjourney
• Discussthestageswithstudents,tostartthem thinkingaboutwhere theyareintheir journeys
• Providefunexamples, oraskstudentstofindexamples,toimproveengagement
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Call to action (from Moana)
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Crossing the threshold (from Big Hero 6)
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Accepting the new role (from Moana)
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• Thejourneyalsoinvolvesarchetypicalcharacters
The Hero’s Journey
GloveandBoots
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The Hero’s Journey
• Proposetostudentsthatarchetypicalcharactersarecampusresources
• Providefunexamples,oraskstudentstofindexamples
Cars
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• Askstudentstoengageinsmall-groupdiscussionsabouttheircurrentorpreviousjourneys
• Reportouttotheentireclass
• Useadditionalactivitiestointernalizethelessonsandhelpthem“stick”
• Writeanessayorpresentaskitdescribingafriend’sjourney
• Createanartifactrepresentingajourney (e.g.,LauraRendón’scajitaprojects)
• Assembleaplaylist,orcreateavideoorphotomontage
The Hero’s Journey
Matchtheactivitytothe
class
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• Ourturn!
• Formgroupsof4-6peopleandintroduceyourselvestoeachother
• Ifyouhaveacompellingjourneynarrative,shareitwithyourgroup
• Afterwards,brieflyreportouttotheentireroomanythingimpactful
The Hero’s Journey
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• Groundrules
• Givethoughtfulfeedback
• Respectothersandtheirthoughts
• Offersupportandideas
• Usekindwords
• Participate
• Stayfocused
The Hero’s Journey
• Groundrules
• G
• R
• O
• U
• P
• S
WhathappensinGrand2staysinGrand2
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•Whatdidyoulearn?
• Howmightyouadaptthisforyourinstitution?
The Hero’s Journey
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• BasedonastudybyStephens,Hamedani,andDestin(2014)
The Similarities/Differences (SimDiff) Game
Psychological Science2014, Vol. 25(4) 943 –953© The Author(s) 2014Reprints and permissions: sagepub.com/journalsPermissions.navDOI: 10.1177/0956797613518349pss.sagepub.com
Research Article
A paradox is undermining social mobility in the United States. On the one hand, earning a 4-year college degree is the surest path to higher socioeconomic status (Bowen, Kurzweil, & Tobin, 2005). On the other hand, college students who do not have parents with 4-year college degrees (i.e., first-generation students) receive lower grades and drop out at higher rates than students who have at least one parent with a 4-year degree (i.e., con-tinuing-generation students; Pascarella, Pierson, Wolniak, & Terenzini, 2004; Sirin, 2005). Consequently, over the past 50 years, U.S. colleges and universities have contin-ued to reproduce and widen, rather than close, the social-class achievement gap (Duncan & Murnane, 2011;
Fiske & Markus, 2012). In the current article, we report a novel intervention that significantly reduces this gap.
Many colleges and universities seek to mitigate social-class disparities by offering programs to help first-gener-ation students transition into higher education (e.g., Engle, Bermeo, & O’Brien, 2006; Inkelas, Daver, Vogt, & Leonard, 2007). These programs are often founded on the assumption that first-generation students lack the
518349 PSSXXX10.1177/0956797613518349Stephens et al.The Social-Class Achievement Gapresearch-article2014
Corresponding Author:Nicole M. Stephens, Kellogg School of Management, Northwestern University, 2001 Sheridan Rd., Evanston, IL 60208 E-mail: [email protected]
Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students’ Academic Performance and All Students’ College Transition
Nicole M. Stephens1, MarYam G. Hamedani2, and Mesmin Destin3,4
1Kellogg School of Management, Northwestern University; 2Center for Comparative Studies in Race and Ethnicity, Stanford University; and 3Department of Psychology, Northwestern University; and 4School of Education & Social Policy, Northwestern University
AbstractCollege students who do not have parents with 4-year degrees (first-generation students) earn lower grades and encounter more obstacles to success than do students who have at least one parent with a 4-year degree (continuing-generation students). In the study reported here, we tested a novel intervention designed to reduce this social-class achievement gap with a randomized controlled trial (N = 168). Using senior college students’ real-life stories, we conducted a difference-education intervention with incoming students about how their diverse backgrounds can shape what they experience in college. Compared with a standard intervention that provided similar stories of college adjustment without highlighting students’ different backgrounds, the difference-education intervention eliminated the social-class achievement gap by increasing first-generation students’ tendency to seek out college resources (e.g., meeting with professors) and, in turn, improving their end-of-year grade point averages. The difference-education intervention also improved the college transition for all students on numerous psychosocial outcomes (e.g., mental health and engagement).
Keywordssociocultural factors, social class, culture, higher education, intervention
Received 4/9/13; Revision accepted 12/2/13
by Harold Stanislaw on May 24, 2016pss.sagepub.comDownloaded from
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• Studentsintransitionheardademographicallydiversepanelofjuniorsandseniorsanswerquestionsillustratingthattheirvariedbackgroundsservedasassets,ratherthandeficits,inmeetingchallenges
• Tomaketheactivity“stick,”thestudentsintransitioncreatedashortvideotestimonialforfuturestudents
• Amongfirst-generationstudentsespecially…
• Betterusewasmadeofcollegeresources
• GPAwashigher1yearlater
The SimDiff Game
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• GamifyingStephensetal.(2014)makesiteasiertoimplementasaclassroomactivity whilestillhelpingthelesson“stick”
• Couldbemorefun
• MostquestionsaremodifiedfromStephensetal.(2014)
• Studentscanhaveawidevarietyofexperienceswhentheyhavemajortransitionsintheirlives,suchasmoving, attendinganewschool,beginninganewjob,or startingafamily.Describeoneofyourtransitionsandhowyouexperiencedit.
The SimDiff Game
CAUTIONAREA UNDER
CONSTRUCTION
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• Collegestudentscomefrommanydifferentbackgrounds.Howmightyourbackgroundhelpyoucompleteyourundergraduatestudies?
• Whatexperiencesthatyouhadearlierinyourlifepreparedyoutoexcellaterinwaysthatyouwouldn’thave anticipatedatthetime?
• Peoplegotocollegeformanydifferentreasons.Whatdoesgoingtocollegemeantoyou?
• Provideanexampleofanobstaclethatyoufacedinyouracademiccareer,anddescribehowyouovercamethat obstacle.
The SimDiff Game
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• Whataretheimportantrelationshipsinyourlife,andhowwillyoumaintaintheserelationshipsasyoucompleteyouracademiccareer?
• Howhaveyourpersonalvaluesimpactedyouracademicandcareerchoices?*
• Howhaveyourpersonalvalueshelpedyouovercomechallenges?*
The SimDiff Game
*BasedonvaluesaffirmationresearchbyMiyakeetal.(2010)
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Values affirmation research DETOUR
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• Idealforsmallgroups(6-8students),butlargergroupsworkifamoderatorensureseveryoneparticipates
The SimDiff Game
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• OnestudentanswersaSimDiffquestion
The SimDiff Game
Tome,collegemeans…
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• OnestudentanswersaSimDiffquestion,andearnsatoken
The SimDiff Game
Tome,collegemeans…
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• Themoderatorputsonetokeninthe“similar”potandonetokeninthe“different”pot
The SimDiff Game
Similar Different
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• Asecondstudentanswersthesamequestion
The SimDiff Game
Collegeformeisabout…
Similar Different
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• Asecondstudentanswersthesamequestion,andexplainshowtheanswerissimilar(ordifferent)
The SimDiff Game
That’ssimilarbecause… Similar Different
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• Allthestudentsdebatewhetherthetwoanswersaremoresimilarordifferent
The SimDiff Game
Iagree,because…
Butdon’ttheyboth…
Atadeeperlevel…
Ithinkbothanswers…
Similar Different
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• Thestudentsvotewhetherthesecondanswerismostlysimilarormostlydifferentfromthefirstanswer
The SimDiff Game
Similar
SimilarDifferent
SimilarDifferent
Similar
Similar Different
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• Themoderatorawardsthetokensfromthe appropriatepot
The SimDiff Game
Similaritis
DifferentSimilar
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• Themoderatoraddsonetokentothe“similar”potandonetokentothe“different”pot
The SimDiff Game
Similar Different
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• Anotherstudentanswersthequestion
The SimDiff Game
Similar Different
I’mincollegebecause…
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• Thenextstudentanswersthesamequestion,andexplainshowtheanswerisdifferent(orsimilar)
The SimDiff Game
Similar Different
Idecidedtogobecause…
That’sdifferentbecause…
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• Thestudentsdebate,thenvoteiftheanswerismostlysimilarormostlydifferentfromthepreviousanswer
• Themoderatorawardsthetoken(s)fromtheappropriatepotandaddsonetokentoeachpot
• Repeatthecycle,changingquestionswhenstudents appearreadytomoveontoanewquestion
• Sometimesstudentsreallywanttoanswer aquestion
• Superficialsimilaritiesanddifferencesdon’tcount
The SimDiff Game
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•Whenthegameends,allowallstudentstochooseprizes
• Chooseinorderofnumberoftokensearned
• Impactfulfeatures
• Encouragesstudentstoconsiderhowpeoplediffer butareneverthelesssimilar
• Analysesquicklybecome“deep”(higherlevelinBloom’staxonomy)
The SimDiff Game
Goalofdifferenceeducation
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• Ourturn!
• RemembertheGROUPSgroundrules
• Therearenorightorwronganswers
Howhaveyourpersonalvaluesimpactedyouracademicandcareerchoices?
The SimDiff Game
Grand2isanojudgment
zone!
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•Whatdidyoulearn?
• Howmightyouadaptthisforyourinstitution?
The SimDiff Game
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Quantitative evidence
• Hero’sJourney(withstudentscreatingaskit)wascombinedwithSimDiffgameinasummerresidentialacademyforincomingSTEMmajors
• Oneyearlater,retentionoffreshmeninSTEMwas100%,comparedto67%offreshmeninacomparisongroup
Smalln
Possibleselectionbiases
Manyotheractivitiesduringthose4weeks
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Quantitative evidence
• Studentsinapsychologycareersclasswererandomlyassigned(aftermatching)totheHero’sJourney,SimDiff,oracontrolcondition(a10-yearreunion)
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27
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Hero'sJourney(n=20)
SimDiff(n=19)
Reunion(n=19)
Missedclass
(n=18)
19.3
27.428.128.4
Additionalunits
completedoneyearlater
Differencesnotsignificant
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Quantitative evidence
-0.120
-0.060
0.000
0.060
0.120
Hero'sJourney(n=18)
SimDiff(n=18)
Reunion(n=18)
Missedclass
(n=16)
-0.091
0.0220.0300.056Changein
cumulativeGPAoneyearlater
Missedclassisonlysignificantdifference
• Studentsinapsychologycareersclasswererandomlyassigned(aftermatching)totheHero’sJourney,SimDiff,oracontrolcondition(a10-yearreunion)
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Qualitative evidence: Hero’s Journey
• “Ireallyenjoyedthisactivity…aswellaslearningaboutotherpeople'sjourneys”
• “Ilikedgettingtoknowmypeersandlearningaboutthestrugglestheyhad/have.Insomecases,Ilearnedthatwehadsimilar obstaclesinlife.”
• “Ilearnedwhatatruementoris”
• “I…learnedthatamentordoesn'tnecessarilyhave tobesomeonewhoisofhigherintelligencethanyou,butinsteadsomeonewhogivessupport”
Classroomsrarelyfacilitate
this
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• “Weallgothroughdifferentthingsbutwearenotalone”
• “TherearemanythingsthatIhaveincommonwithotherpeople.…SomeofthewaysIfeelorhavebeenstrugglingwith,theyhadthesameexperiences.”
• “MypeersandIsharethesamestruggle”
• “Everyoneistheherooftheirownstory”
Qualitative evidence: Hero’s Journey
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• “Alotoftheresponseswerepersonal&gaveusachancetolearnaboutourpeers”
• “Weallhaveourdifferencesbutwealsohavesimilarities,thingsthatbringustogether”
• “[Thegame]helpedmereflectonwhyIchosepsychology”
• “Sharingpersonalinformationmademefeelaconnectionwithotherstudents”
Qualitative evidence: SimDiff Game
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• “Everyonegoesthroughdifferentobsticlesinlife&theyarejustopportunitiestolearnfromthem”
• “Wearemoresimilarthanwearedifferent”
Qualitative evidence: SimDiff Game
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HaroldStanislaw209.667.3213
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