A customized belonging intervention improves retention of socially disadvantaged students at a broad-access university.

ABSTRACT: Broad-access institutions play a democratizing role in American society, opening doors to many who might not otherwise pursue college. Yet these institutions struggle with persistence and completion. Do feelings of nonbelonging play a role, particularly for students from groups historically disadvantaged in higher education? Is belonging relevant to students' persistence-even when they form the numerical majority, as at many broad-access institutions? We evaluated a randomized intervention aimed at bolstering first-year students' sense of belonging at a broad-access university (N = 1,063). The intervention increased the likelihood that racial-ethnic minority and first-generation students maintained continuous enrollment over the next two academic years relative to multiple control g

SUBMITTER: Murphy MC 

PROVIDER: S-EPMC7439303 | biostudies-literature | 2020 Jul

REPOSITORIES: biostudies-literature