social-psychological interven4ons to support student success · support student success mary c....
TRANSCRIPT
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Social-PsychologicalInterven4onstoSupportStudentSuccess
MaryC.MurphyIndianaUniversity,DepartmentofPsychologicalandBrainSciencesFellowinResidence,CenterforAdvancedStudyintheBehavioral
SciencesatStanfordUniversityCo-PI,CollegeTransi4onCollabora4ve(CTC)
Perts.net/ctc
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Whydosomanyqualifiedandmo4vatedstudentsfailtopersistin
college?
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“Solu4oni4s”Doingsomething—anything—toandforstudents
Long-termmentoring
Studentcohorts
Real-4medatasystems
Accountability“Gamificia4on”ofcoursematerial
Financialincen4ves StudySkills
Helpchoosingmajor
Naviga4ngthecollegecampus
Careerplanning
Improvedorienta4on
Counseling
Ensuringplacedintoappropriatecourses
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Students’ experiences of psychological friction in the transition to college can reduce the likelihood that students remain enrolled and perform at the level at which they are capable
Kamins & Dweck, 1999; Mahonney & Cairns, 1997; Steele, 1997; Stephens et al., 2012; Walton & Cohen, 2007; Walton & Cohen, 2011
Social psychological factors play an under-recognized role in college
persistence and achievement
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Examplesofpsychologicalfric4oninthetransi4ontocollege
• Beingnumericallyunderrepresented
• Experiencingstereotypethreat• Feelingthatonedoesn’tbelonging
(academically,culturally,socially)
• Experiencingexclusion• Endorsingfixedmindsetbeliefsaboutone’sability
• Perceivingothers’fixedmindsetbeliefsaboutability
• Interpre4ngcri4calfeedback
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WhenIfirstarrivedatschoolasafirst-genera4oncollegestudent,Ididn’tknowanyoneoncampusexceptmybrother.Ididn’tknowhowtopicktherightclassesorfindtherightbuildings.Ididn’tevenbringtherightsizesheetsformydormroombed.Ididn’trealizethosebedsweresolong.SoIwasaliCleoverwhelmedandaliCleisolated.
-MichelleRobinson(1985)
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ADeleteriousInterpreta4onofSocialAdversity
Everyoneisgoingoutwithoutme,andtheydidn’tconsidermewhenmakingtheirplans.At4meslikethisIfeellikeIdon’tbelonghereandthatI’malienated.
-Blackfemale,controlcondi4on
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BelongingUncertainty(Walton&Cohen,2007)
• Peoplemaycommonlyques4ontheirbelonginginnewsocialandacademicseangs– Especiallywhentheyaretargetedbys4gmaandnega4vestereotypes
• Thisuncertaintyambiguatesthemeaningofnega4vesocialevents
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BelongingUncertaintyPredictsPersistence
• Masseyetal.(2002)TheSourceoftheRiver– HSprepara4on(SAT,GPA)– Worriesthatyouwillbetreatedasthoughyouarenotsmartenoughordonotbelong
– Not:Peerpressure,friends,financialconcerns.• Yeager,Duckworth,etal>3,000urbanHSstudents
– HSprepara4on(SAT,GPA)– Worriesaboutbelonging– Not:grit,self-control,IQ,big5,goals,mo4va4on
• CarnegieFounda4ondevelopmentalmathpathway– Worriesaboutbelonging– Not:#hoursworking,#dependents,interest,goals,etc.
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SocialPsychology’sTheore4calContribu4on:
Uncertain4esaboutbelongingandintellectualpoten4alaffecthowstudentsinterpretandrespondtoeverydayadversi4esduringthetransi4ontocollege,resul4nginlowermo4va4onandpersistence.
Bronfenbrenner,1977;Elder,1998;Crosnoe,2011;Benner,2011;Juvonen&Graham,2014;Cohen&Sherman,2014;Olson&Dweck,2008;Wilson&Linville,1982;Walton&Cohen,2007;Yeager&Walton,2011
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Time (During the First Semester or Year of College)
Difficulty with course
selection or financial aid
Professor makes you feel "dumb"
Difficulty making friends
Low grades on exams
Placement in remediation
Outcomes
Poorer performance
Disidentification
Lower social and human capital
Con
fiden
ce in
Abi
lity
First day of class First month Mid-terms End of term/year
Worry about belonging and
potential
Worry about belonging and
potential
Worry about belonging and
potential
Awareness of under-
representation / stereotypes /
stigma
Worry about belonging and
potential
Worry about belonging and
potential
SocialPsychologicalApproachtoCollegeSuccess
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Time (During the First Semester or Year of College)
Difficulty with course
selection or financial aid
Professor makes you feel "dumb"
Difficulty making friends
Low grades on exams
Placement in remediation
Outcomes
Poorer performance
Disidentification
Lower social and human capital
Con
fiden
ce in
Abi
lity
First day of class First month Mid-terms End of term/year
Worry about belonging and
potential
Worry about belonging and
potential
Worry about belonging and
potential
Awareness of under-
representation / stereotypes /
stigma
Worry about belonging and
potential
Worry about belonging and
potential
Improvingfaculty
interac4ons
Anribu4onsforbureaucra4c
hassles
Improvedproba4onleners
Pre-matricula4oninterven4on
SocialPsychologicalApproachtoCollegeSuccess
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Opportuni4estoImproveConcernsAboutBelongingandAbility
1. Pre-matricula4onmindsetinterven4ons2. Collegebureaucracies3. Interac4onswithfaculty4. Proba4on
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Opportuni4estoImproveConcernsAboutBelongingandAbility
1. Pre-matricula4onmindsetinterven4ons2. Collegebureaucracies3. Interac4onswithfaculty4. Proba4on
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• Treatment:First-yearstudentslearnthatdoubtsaboutbelongingincollegeare:– commonatfirstandshort-lived
• Presentedwith:– Surveysummarysta4s4cs– Representa4vequota4onsanributedtoethnicallydiversejuniorsandseniors
Freshmanyear,eventhoughImetlargenumbersofpeople,Ididn’thaveasmallgroupofclosefriends...Ihadtoremindmyselfthatmakingclosefriendstakes4me.Sincethen...Ihavemetpeople,someofwhomarenowjustascloseasmyfriendsinhighschoolwere.
-Junior,Asian-Americanmale
SocialBelongingInterven4on
Walton&Cohen(2011)
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“Saying-Is-Believing”
– Writeanessayabouthowthisprocessistrueofthem;delivertheessayasaspeechtoavideocameratohelpfuturestudents• Stealthy:Studentstaketheroleofbenefactors,not
beneficiaries• Connectsinterven4onmessagetostudents’own
experience• Letsstudentsadvocateforthatmessagetoanimportant
audience
Walton&Cohen(2011)
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College Grade Point Average by Year (Cohorts 1 and 2 Raw Means)
Interven4on
Walton&Cohen(2011,Science)
Linear Trend, ns
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Interven4on
Walton&Cohen(2011,Science)
Linear Trend, p = .001
Linear Trend, ns
College Grade Point Average by Year (Cohorts 1 and 2 Raw Means)
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Interven4on
Walton&Cohen(2011,Science)
1-hourinterven4onfreshmanyear
• ReducedtheBlack/Whiteachievementgapthroughsenioryearby52%• Improvedhealthandwell-being• Atage30,higherwages
College Grade Point Average by Year (Cohorts 1 and 2 Raw Means)
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Why Did It Work?
• Freedstudentsfrompsychologicalworriestobuildtherela4onshipstheyneedtosucceedincollege
– Lesslikelytovieweverydaynega4veeventsasproofofalackofbelonging
• Morelikelytoengageinproduc4veschoolbehaviors
– Tomakenewfriends
– Tofindamentor
– Toliveoncampus
– Tojoinanextracurriculargroup
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How does it work? (a model; conclusions from multiple studies)
Studentexperiencesachallengeorsetback(e.g.,cri4calfeedback,
feelingsofloneliness)
Behavioralresponse
“I/peoplelikemedon’tbelongincollege”
Psychologicalinterpreta4on
Academicoutcome
“Thisisthekindofthingeveryonegoesthroughinthe
transi4ontocollege”
Sustainedengagementinthesocialandacademic
environment
Withdrawalfromthesocialandacademicenvironment
Worseachievementandpersistence
Benerachievementandpersistence
Withthesocial-belonginginterven4on
Membershipinadisadvantagedgroupinhighereduca4on(e.g.,
ethnicminority,first-gen.)
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Changed A Deleterious Interpretation of Adversity
Everyoneisgoingoutwithoutme,andtheydidn’tconsidermewhenmakingtheirplans.At4meslikethisIfeellikeIdon’tbelonghereandthatI’malienated.
-Blackfemale,controlcondi4on
Statistical mediation: !Thischangeinsocialconstrualsta4s4callymediatedthe3-yeargaininacademicperformance.
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They’reMagic*
• #1–They’remagic…tricks.– Theseeffectscan’tbereal
• #2–They’remagic…bullets.– Scaleeverywhereimmediatelywithoutcustomiza4on
*They’renotmagic(Yeager&Walton,2011)
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CollegeTransi4onCollabora4ve(CTC)23schoolRCT
Itera4vedesignprocess(2014-2015)– PIsandresearchteamsvisited23partnerschools– CTCGapFindertool:historicaldataanalysissuggestswhichgroupsmightbenefitmostfromtheinterven4on– Surveysandfocusgroupsateachpartnerschool– User-centereditera4vedesignprocess:• Presentedstandardinterven4onmaterialstostudents,incorporatedfeedback• Presentedrevisedmaterialstodifferentstudents;incorporatedfeedback• Reviewedmaterialsfromeachschoolandincorporatedfeedback
• Launchedtheinterven4onatour23partnerschools(Summer2015;Pre-orienta4onchecklists;en4reincomingclasses)
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Full-Scale Prematriculation Trials PastPartners CTCPartners:2014-2018 CTCPartners:2015-2018
CharterSchoolNetworks(KIPP,Mastery,YesPrep) Bowling Green University
California State University, Dominguez Hills
MichiganStateUniversity California State University, Northridge California State University, San Bernardino
StanfordUniversity Cornell UniversityGLCA (Albion, Antioch, Denison, Earlham, Kalamazoo, and Ohio Wesleyan)
UniversityofIllinois,Chicago Dartmouth College University of Oregon
UniversityofTexasatAus4n GLCA (Allegheny, DePauw, Hope, Wabash, Wooster) University of Pittsburgh
Indiana State University
Indiana University
Lewis & Clark College
Southern Oregon University
University of California, Santa Cruz
University of Central Arkansas
University of Waterloo
Yale University
CTC Participation: Summer 2015! 18,805 students (44% of entering students) 4,819 First-gen 1,397 African American 2,636 Latino 305 Native
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Opportuni4estoImproveConcernsAboutBelongingandAbility
1. Pre-matricula4onmindsetinterven4ons2. Collegebureaucracies3. Interac4onswithfaculty4. Proba4on
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Bureaucratic Hassles
– Difficul4esassociatedwithstructuresorproceduresofanins4tu4on
– Unrelatedtogroupmembershipandfrustra4ngforeveryone
• Mayholdiden4tythreateningmeaningforunderrepresentedandfirst-genstudents
Stephanie Reeves, David Yeager, and Mary Murphy (in prep)
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Bureaucratic Hassles Web form Manipulation
Manipula4oncheck:p<.001
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“ThisFormWasFrustra4ng”
1.36
4.32
1
2
3
4
5
6
Non-frustra4ng Frustra4ng
Thisweb
form
wasfrustra4
ng
1=stronglydisa
gree,6=stronglyagree p=<.001,d=1.6
Reevesetal.(inprep)
Nodifferencesbetweenfirst-genandcon4nuing-genstudents
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4
4.5
5
5.5
6
6.5
Continuing Generation Students First-generation Students
Sen
se o
f Bel
ongi
ng
1 =
Stro
ngly
dis
agre
e - 7
= S
trong
ly a
gree
Non-frustrating Frustrating
Results:SenseofBelonginginCollege(E.g.“IfeellikeIbelongatmycollege”)
p=.001
Interac4on:p=0.02
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Study 2: First-Gen Students Course Selection Manipulation
Foundations of Math (Mth 246)
Statistics (Mth 275)
Statistics (Mth 275)
Finite Math (Mth 321)
Business Calculus (Mth 333)
College Algebra (Mth 226)
Foundations of Math (Mth 246)
Calculus (Mth 325)
Pre-calculus (Mth 302)
Math for Educators I
(Mth 289)
Math for Educators II
(Mth 352)
Basic Algebra 2 (Mth 132)
Basic Mathematics
(Mth 009)
Pre-Algebra (Mth 011)
Basic Algebra 1 (Mth 130)
Social!Science!Majors!
Business!Majors!
Natural!Science!!Majors!
Liberal!Arts!or!General!Studies!!
Majors!!
Elementary!!Educa;on!!Majors!
College-Level Math Courses
Developmental Math Courses Initial developmental math course is determined by a placement test.
Mathematics Requirements!
Mth 275!Mth 246!
Mth 302!Mth 275! Mth 321!
Mth 246!
Mth 352!
Mth 333!
Mth 226! Mth 289!
Mth 325!
Mth 130!
Mth 124!
Mth 199* **!Mth 122!
Mth 011!
Mth!009!
Mth 132!Mth 059**!
Mth 057**!
Mth 199* **!
Developmental Math Courses!
College-Level Math Courses!
Mathematics Requirements!
!!
! ! !!Social science majors!
Business majors!Liberal arts or general studies majors!
Natural science majors!
Elementary education !majors!
* Requires instructor approval !
* * Must be taken concurrently!
Key! !Mth 009 - Basic Mathematics !Mth 011 - Pre-Algebra!Mth 122 - Elementary Algebra 1 !Mth 057 - Elementary Algebra 1 Workshop!Mth 130 - Basic Algebra 1!Mth 199 - Basic Algebra 1 and 2 (Combined)!Mth 124 - Elementary Algebra 2 !Mth 059 - Elementary Algebra 2 Workshop!Mth 132 - Basic Algebra 2!Mth 226 - College Algebra !Mth 246 - Foundations of Math!Mth 275 - Statistics !Mth 302 - Pre-calculus!Mth 325 - Calculus!Mth 289 - Math for Educators I!Mth 352 - Math for Educators II!Mth 321 - Finite Math!Mth 333 - Business Calculus! ! ! ! ! ! ! !
Wed. morning registration
MWF morning registration
TR afternoon or MWF morning Registration
WF morning registration
TR morning Registration
Sat. Registration
Initial developmental math course is determined by a placement test.
!
Simple Complicated
Manipula4onCheck:p<.001
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4
4.5
5
5.5
6
6.5
First-generation Students
Sen
se o
f Bel
ongi
ng
1 =
Stro
ngly
dis
agre
e - 7
= S
trong
ly a
gree
Simple Complicated
p=0.02
Results:SenseofBelonginginCollege(E.g.“IfeellikeIbelongatmycollege”)
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0
10
20
30
40
50
60
70
80
90
100
Low belonging uncertainty (- 1 SD) High belonging uncertainty (+1 SD)
1 ye
ar re
tent
ion
rate
(%)
Low bureaucratic hassle (-1 SD) High bureaucratic hassle (+1SD)
Study3:Reten4on,1YearPost-Measurement
Interaction: p = 0.02
p = .02
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Opportuni4estoImproveConcernsAboutBelongingandAbility
1. Pre-matricula4onmindsetinterven4ons2. Collegebureaucracies3. Interac4onswithfaculty(facultymindsets)4. Proba4on
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Mindsets
• Personalbeliefsaboutthemalleabilityofhumancharacteristics(Dweck,1996;Dweck&Leggett,1988)
• FixedMindset:abilitiesarefixed• GrowthMindset:abilitiesaremalleable
• Perceptionsofprofessors’mindsetsinfluencemen&women’sperformance&experiencesofidentitythreatinSTEM
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• FixedMindset– STEMabilitiesarefixed– STEMabilitiescan’tbechanged;eitheryouhavethemoryoudon’t
– Inference:men>women
• GrowthMindset– STEMabilitiesaremalleable– STEMabilitiescanimprovewitheffortandlearning
– Inference:men=women
PerceivedProfessors’Mindsets
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Perceiving that a STEM teacher endorses a fixed mindset creates a
context of stereotype threat
• Riskofconfirminganegativestereotypeaboutone’sgroup(Steele&Aronson,1995)
• Effectsofstereotypethreat:– Womenunderperformrelativetomenon“diagnostic”mathtests(Spencer,Steele,&Quinn,1997)
He thinks women just don’t have it…
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Women’sMathPerformance
F(1, 34) = 6.952, p = .013
0
10
20
30
40
50
60
70
FixedAbility MalleableAbility
Per
cent
Cor
rect
TypeofMessageaboutSTEMAbility Fixed mindset Growth mindset
Faculty Mindset
Murphy, Garcia & Zirkel (in prep)
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ExposuretothegrowthmindsetsofSTEMfacultybufferswomen’smathperformancerelativetoexposuretoSTEMfacultywhoespousefixedmindsets.
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46
DoStudents’PerceptionsofFacultyMindsetsInfluenceStudents’ExperiencesinTheirActualCollegeClassrooms?InstitutionalDifferences?
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Experience Sampling in STEM and non-STEM Classrooms
Women&menin3universitycontexts– Alarge,urbanpublicuniversity– ASTEM-focusedpolytechnic– Anall-women’scollege
Murphy,Garcia&Zirkel(inprep)
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Hypotheses
Perceiving fixed mindsets among STEM professors: – Increase women’s experiences of identity
threat in the classroom – May be particularly pronounced at polytechnic
and public universities (vs. all women’s college)
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Perceived faculty mindsets on women’s imposter feelings at 3 institutions
0
0.5
1
1.5
2
2.5
Women's College Polytechnic School Public University
Impo
ster
Sca
le (0
-5)
Institution Type
Institution X Perceived Mindset Cross-Level Interaction, B = .31, SE =.10, p = .002
Fixed Mindset Growth Mindset
Murphy,Garcia&Zirkel(inprep)
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Perceived faculty mindsets on women’s sense of belonging at 3 institutions
5
10
15
20
Women's College Polytechnic School Public University
Sens
e of
Bel
ongi
ng
(0-2
0 sc
ale)
Instiution Type
Institution X Perceived Mindset Cross-Level Interaction, B = -1.87, SE =.61, p = .002
Fixed Mindset Growth Mindset
Murphy,Garcia&Zirkel(inprep)
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TakingclasseswithSTEMfacultywhocommunicateagrowthmindsetbufferswomen’sexperiencesofidentitythreat
Particularlyimportantatco-edinstitutionswherefacultymindsetcaninteractwithgenderstereotypesaboutwomen’sabilitiesinSTEM.
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Opportuni4estoImproveConcernsAboutBelongingandAbility
1. Pre-matricula4onmindsetinterven4ons2. Collegebureaucracies3. Interac4onswithfaculty4. Proba4on
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Probation Notification Letter Dear XXXX, We are committed to the academic success of all of our undergraduates. We also recognize that success is not always achieved along a predictable path. Placement on academic Probation is a part of the University's commitment to offer students support for -and guidance through- whatever difficulties they may have experienced. To this end, you must meet as soon as possible, but not later than May 10, 2013 with an Academic Advisor from the Office of Undergraduate Advising and Research (UAR) to discuss your situation and develop a plan that will ensure your continued academic success. A hold has been placed on your registration effective immediately which may be released only after you have met with the UAR Advisor.
Dear XXXX, We are committed to the academic success of each of our undergraduates. We also understand that success is not always achieved in a predictable path. There are many reasons students enter the academic probation process. These reasons can include personal, financial, health, family, or other issues. Our goal is to help you identify the factors that are relevant to you and to help you address them. You should also know that you are not alone in experiencing these difficulties. Many students enter and participate in the probation process each year, and by working with their advisors, many leave the process and continue a successful career at [School]. For descriptions of the experiences of some past students who have gone through this process, please see the attached document, “Students’ Perspectives on the Probation Process.”
Dear [name], After reviewing your academic record, I write to advise you that you have not met the minimum requirements for satisfactory academic progress set forth by the Faculty Senate. As a result, you will be placed on academic Probation effective next term. Let me make very clear that Probation at [School] is a warning, nothing more, and will not appear on your official transcript. Its purpose is to alert you to academic difficulties in time to identify those areas where you may be experiencing problems and determine how best to address them. … Placement on academic Probation is a part of the University's commitment to offer students support for—and guidance through—whatever difficulties they may have experienced. To this end, you must meet as soon as possible, but not later than [date] with an Academic Advisor to discuss your situation…
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Survey: Students said... • I felt like a failure when I got my probation. • I felt incredibly alone. No one seems to struggle, or at
least not to that degree….I felt like I couldn't tell anyone…
• Being on probation sucked. I lied so many times….For
some time after getting the letter, I felt that I didn't belong. I had already felt that way coming in, but that letter seemed to confirm that. For a minute I wanted to dropout…
• Being put on probation was hell.
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Survey: Students said...
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Survey: Open-ended responses
• 51% mentioned the letter � (of these, 3% said the letter was helpful) �
• 43% explicitly described probation as a threat to belonging �
• 34% mentioned the stigma of probation �
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Intervention: Revise the letter
• Frame probation as process not a label – Placement on academic Probation… – The process for academic probation…�
• Communicate “you’re not the only one”
– You should also know that you are not alone in experiencing these difficulties.
• Acknowledge many reasons – Whatever difficulties – There are many reasons students enter the academic probation process. These
reasons can include personal, financial, health, family, or other issues.
• Offer hope for returning to good standing – By working with their advisors, many [students on probation] leave the process and
continue a successful career at [School].
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Did students contact an advisor soon after receiving the letter?
Condition difference: F(1, 53) = 3.50, p =.07
43%
68%
17%
12% 40%
20%
0%
20%
40%
60%
80%
100%
Standard Revised
Did not contact advisor
Emailed/called advisor
Visited advisor in person
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A year later: were students off probation?
26%
43%
23%
37%
52%
20%
0%
20%
40%
60%
80%
100%
Standard Revised
More severe status
Stayed on probation
Off probation
Condition difference: F(1, 59) = 3.50, p =.01
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A year later: were students still enrolled at the university?
Condition difference: : χ2(1) = 5.23, p = .02
48%
79%
33%
8% 19%
13%
0%
20%
40%
60%
80%
100%
Standard Revised
Dropped out
Suspended
Still enrolled
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Time (During the First Semester or Year of College)
Difficulty with course
selection or financial aid
Professor makes you feel "dumb"
Difficulty making friends
Low grades on exams
Placement in remediation
Outcomes
Poorer performance
Disidentification
Lower social and human capital
Con
fiden
ce in
Abi
lity
First day of class First month Mid-terms End of term/year
Worry about belonging and
potential
Worry about belonging and
potential
Worry about belonging and
potential
Awareness of under-
representation / stereotypes /
stigma
Worry about belonging and
potential
Worry about belonging and
potential
Improvingfaculty
interac4ons
Anribu4onsforbureaucra4c
hassles
Improvedproba4onleners
Pre-matricula4oninterven4ons
SocialPsychologicalApproachtoCollegeSuccess
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Apartnershipbetweenresearchersandcollegesanduniversi4esdedicatedtohelpingcollegesreducetheacademicunderperformance,dropout,anddiminishedwell-beingcausedbysocialpsychologicalprocessesthroughoutthecollegetransi4on.
CTC researchers develop and rigorously test scalable interventions; engineer novel solutions that enable widespread use; and raise awareness about how institutions can improve student outcomes by adding a social-psychological lens to student success initiatives.
CollegeTransi4onCollabora4ve(CTC)
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Partner with the College Transition Collaborative (CTC)
Christine LogelUniversity of Waterloo
Gregory WaltonStanford University
Mary MurphyIndiana University
David YeagerUniversity of Texas at Austin
Principal Investigators
David PauneskuExecutive Director of PERTS, Stanford University
Omid FotuhiCTC Senior Research Manager, Stanford University
Natasha KrolCTC Managing Director, Stanford University
Geoff Cohen, Stanford UniversityCarol Dweck, Stanford UniversityEric Grodsky, University of Wisconsin-MadisonJudy Harackiewicz, University of Wisconsin-
MadisonChristopher Hulleman, University of VirginiaMichal Kurlaender, University of California,
DavisHazel Markus, Stanford UniversityBarbara Schneider, Michigan State UniversitySteven Spencer, University of Waterloo
Research teamKatie Boucher, Indiana UniversityShannon Brady, Stanford UniversityStephanie Reeves, University of Waterloo Maithreyi Gopalan, Indiana UniversityEvelyn Carter, Indiana UniversityLisel Murdock-Perriera, Stanford UniversityAmy Petermann, Research Coordinator, Stanford UniversityTsotso Ablorh, Research Coordinator, Stanford UniversityPeter Fisher, Research Coordinator, Stanford University
Leadership Team Advisors
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College Transition Collaborative (CTC) 23 CTC Graduate and Post-Graduate Researchers!
• ChrisHulleman,ResearchAssociateProfessor,UniversityofVirginia
• Ka4eBoucher,AssistantProfessor,UniversityofIndianapolis• ShannonBrady,GraduateStudent,StanfordUniversity• StephanieReeves,GraduateStudent,UniversityofWaterloo• MaithreyiGopalan,GraduateStudent,IndianaUniversity• EvelynCarter,PostdoctoralScholar,PurdueUniversity• AmyPetermann,ResearchCoordinator,StanfordUniversity• Dus4nThoman,AssociateProfessor,CaliforniaStateUniversity-LongBeach
• LiselMurdock-Perriera,GraduateStudent,StanfordUniversity• EricSmith,GraduateStudent,StanfordUniversity• CayceHook,GraduateStudent,StanfordUniversity• Ka4eKroeper,GraduateStudent,IndianaUniversity• JeffKosovich,GraduateStudent,UniversityofVirginia• ManhewWilmot,GraduateStudent,UniversityofWaterloo• EricGomez,ResearchCoordinator,StanfordUniversity• EliseOzier,GraduateStudent,IndianaUniversity• MadisonGilbertson,ResearchAssistant,StanfordUniversity• HeidiWilliams,ResearchAssistant,IndianaUniversity• GreggMuragishi,GraduateStudent,StanfordUniversity• ChristopherLok,GraduateStudent,UniversityofWaterloo• PeterFisher,ResearchCoordinator,StanfordUniversity• TsotsoAblorh,ResearchCoordinator,StanfordUniversity• ShahanaAnsari,ResearchAssistant,IndianaUniversity
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• Whatifwehelpedstudentstoentercollegewithlessuncertaintyabouttheirbelongingandpoten4al?
• Whatifwereducedins4tu4onalsignsthatyoudon’tbelongandcan’tcutit?
• Whatifwecreatedclassroomenvironmentsthatminimizedthreatstobelongingandpoten4al?
• Whatwouldourinequali4eslooklike?Howmanyfinancialresourceswouldbesaved?Howmuchhumanpoten4alcouldbeunleashed?