First-generation faculty role models increase first-generation students' university belonging¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Exposing first-generation students to successful faculty role models who shared their first-generation identity increased their belonging to the university relative to reading about faculty who did not share this background. → Rebecca Covarrubias 2024

Evidence¶

Rebecca Covarrubias 2024¶

Rebecca Covarrubias. (2024). On Being Accepted: Interrogating How University Cultural Scripts Shape Personal and Political Facets of Belonging. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09970-2

q2 · i? · review · r2

The review reports, citing Laiduc et al. (2021), an experiment in which first-generation students read about faculty who either shared or did not share their background; belonging to the university was higher in the shared-identity condition. No effect size is printed in the review.

"exposing first-generation students to successful faculty role models who share their first-generation identity increased their belonging to the university compared to those who read about faculty who did not share this background (Laiduc et al., 2021)."

Discussion¶

Learner Variables¶

• Belonging — outcome: instruction changes it
• Socioeconomic Status — moderator: an instructional effect differs by group

Related Claims¶

• Underrepresented racial and first-generation students systematically report fewer institutional belonging opportunities than white and continuing-generation peers — related