Literature Review #2
Summary: “Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students’ Academic Performance and All Students’ College Transition” studied the effectiveness of different education intervention programs on first-generation college students. It is not only finances that are hindering first- generation students from achieving success, but rather their mentality and knowledge of resources. Researchers found that first- generation students who were informed and took more advantage of college resources achieved more academic success. In terms of psychosocial effects, first- generation students transitioned into college easier with the help of the difference- education intervention. Students were less stressed and were better off socially and academically. The research implies that there are clear disadvantages that come from the different backgrounds of first generation students, but the potential for success is possible if students are informed about their backgrounds and resources. Most importantly, interventions such as the difference- education intervention can effectively close the social-class achievement gap.
Author: Nicole M, Stephens- Stephens is an associate professor at Kellog’s School of Management. Her main focus of research is how social class affects peoples lives and furthermore their education. Her research hopes to figure out a way to promote diversity in communities and schools that are effective for students.
Dr. Maryam G. Hamedani- Dr. MarYam Hamedani is an Associate Director of the Center for Comparative Studies in Race and Ethnicity (CCSRE) located at Stanford University. Her field of study is sociocultural psychology. She researches on the subject of social justice issues and more specifically problems of a lack of diversity and equality in education.
Mesmin Destin- Destin is an assistant professor at Northwestern university in the field of psychology with interests in socioeconomic status and educational motivation. Specifically he researches on how people’s social backgrounds can influence their motivation and economic success.
Key Terms: college resources: A majority of this article was about how different programs geared toward first-generation students could enable them to bridge the achievement gap between social classes. This article calls onto universities to build on and instill these education programs in order to better the success of a first- generation class of students.
First- generation students: This study puts a stress on how being the first generation student has a great affect on a student’s success. The article suggests that many times students of lower social classes are the first- generation to enter college and therefore are not as equipped as quickly for what the university academics entail.
Value: This article was valuable because it brings another perspective to my paper about how to fix the problem of the social class achievement gap. It also shows that even though there are definitely reasons like finances that prevent working social class students from reaching their fullest potential academically, the cause could be a result of a pattern. The pattern is the idea that students are stuck in the fact that they are in the lower social class and have not been exposed to enough resources in order to help them overcome that mentality.
Quotes: “Specifically, this framework should help students to make sense of their particular college experiences, increase students’ overall sense of comfort, and improve their ability to transition and adjust to the novel college context. (944)”
“For example, educating students about how their different backgrounds matter may improve allstudents’ comfort with and ability to navigate across their own and others’ experiences of difference.” (950)
“Two themes emerged across participants’ open-ended responses to the post intervention survey and video-testimonial activity: (a) People’s different backgrounds matter, and (b) people with backgrounds “like mine” can succeed.” (946)
Citation: Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). Closing the social-class achievement gap: A difference-education intervention improves first-generation students’ academic performance and all students’ college transition. Association for Psychological Science, 25(4) 943-953. doi: http://pss.sagepub.com.proxy.libraries.rutgers.edu/content/25/4/943.full.pdf+html