Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-4rdpn Total loading time: 0 Render date: 2024-11-06T07:20:22.187Z Has data issue: false hasContentIssue false

Part III - Attitude and Behavior Changes that Promote Student Success

Published online by Cambridge University Press:  21 December 2017

Robert S. Feldman
Affiliation:
University of Massachusetts, Amherst
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
The First Year of College
Research, Theory, and Practice on Improving the Student Experience and Increasing Retention
, pp. 247 - 343
Publisher: Cambridge University Press
Print publication year: 2017

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Akers, B., & Chingos, M. M. (2014). Are college students borrowing blindly? The Brookings Institution, Washington, DC. Downloaded at: www.brookings.edu/research/are-college-students-borrowing-blindly/Google Scholar
Angrist, J., Lang, D., & Oreopoulos, P. (2009). Incentives and services for college achievement: Evidence from a randomized trial. American Economic Journal: Applied Economics, 1(1): 136163.Google Scholar
Bailey, M., & Dynarski, S. (2012). Gains and gaps: Changing inequality in U.S. college entry and completion. (Working paper 17633). Boston, MA: National Bureau of Economic Research.Google Scholar
Barr, A., & Castleman, B. L. (2016). Advising students to and through college: Experimental evidence from the Bottom Line advising program. Bottom Line. Retrieved from https://www.bottomline.org/sites/default/files/Advising%20Students%20To%20and%20Through%20College_web.pdfGoogle Scholar
Baum, S., Ma, J., & Payea, K. (2013). Education pays 2013: The benefits of higher education for individuals and society. The College Board. Downloaded at: https://trends.collegeboard.org/education-paysGoogle Scholar
Bettinger, E., & Baker, R. (2014). The effects of student coaching in college: An evaluation of a randomized experiment in student mentoring. Educational Evaluation and Policy Analysis, 36(1), 319.Google Scholar
Bird, K., & Castleman, B. L. (2016). Here today, gone tomorrow? Investigating rates and patterns of financial aid renewal among college freshmen. Research in Higher Education, 57(4), 395422.Google Scholar
Bound, J., Lovenheim, M., & Turner, S. (2010). Why have college completion rates declined? An analysis of changing student preparation and collegiate resources. American Economic Journal: Applied Economics, 2(3), 129157.Google Scholar
Castleman, B. (2015). Prompts, personalization, and pay-offs: Strategies to improve the design and delivery of college and financial aid information. In Baum, S., Castleman, B. L, & Schwartz, S. (Eds.), Decision making for student success (pp. 79101). New York, NY: Routledge Press.Google Scholar
Castleman, B. L., & Long, B. T. (2013). Looking beyond enrollment: The causal effect of need-based grants on college access, persistence, and graduation. (Working paper 19306). Boston, MA: National Bureau of Economic Research.Google Scholar
Castleman, B. L., & Meyer, K. (2016). Can text message nudges improve academic outcomes in college? Evidence from a West Virginia initiative. (Working Paper No. 43). Charlottesville, VA: EdPolicyWorks.Google Scholar
Castleman, B., & Page, L. (2014). The not-so lazy days of summer: Experimental interventions to increase college entry among low-income high school graduates. New Directions for Youth Development(140), 7797.Google Scholar
Castleman, B. L., & Page, L. C. (2015). Summer nudging: Can personalized text messages and peer mentor outreach increase college going among low-income high school graduates? Journal of Economic Behavior and Organization, 115, 144160.CrossRefGoogle Scholar
Castleman, B. L., (2016). Freshman year financial aid nudges: An experiment to increase FAFSA renewal and college persistence. Journal of Human Resources, 5 1(2), 389415.Google Scholar
Castleman, B. L., & Sullivan, Z. (2016, April 25). How to Pay for Success in Higher Education. Brookings Institution Brown Center Chalkboard Series. Retrieved from Brookings: https://www.brookings.edu/blog/brown-center-chalkboard/2016/04/25/how-to-pay-for-success-in-higher-education/Google Scholar
Castleman, B. L., Meyer, K., & Sullivan, Z. (2016). The role of colleges in impacting students’ financial aid behaviors. (Working Paper). Charlottesville, VA: EdPolicyWorks.Google Scholar
Castleman, B. L., Owen, L., & Page, L. C. (2015). Stay late or start early? Experimental evidence on the benefits of college matriculation support from high schools versus colleges. Economics of Education Review, 47, 168179.Google Scholar
Clotfelter, C. T., Hemelt, S. W., & Ladd, H. F. (2016). Multifaceted aid for low-income students and college outcomes: Evidence from North Carolina (Working Paper No. 9888). Bonn, Germany: Institute for the Study of Labor.Google Scholar
Cohen, G., & Walton, G. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 14471451.Google Scholar
Cohen, G., Aronson, J., & Steele, C. (2000). When beliefs yield to evidence: Reducing biased evaluation by affirming the self. Personality and Social Psychology Bulletin, 26(9), 11511164.Google Scholar
Complete College America. (2013). The game changers: Are states implementing the best reforms to get more college graduates? Washington, DC. Complete College America. Retrieved from: http://completecollege.org/?s=The+game+changers%3A+Are+states+implementing+the+best+reforms+to+get+more+college+graduates%3FGoogle Scholar
Engle, J., & Tinto, V. (2008). Moving beyond access: College success for low-income, first-generation students. Washington, DC: The Pell Institute. Downloaded at: https://eric.ed.gov/?id=ED504448Google Scholar
Goldrick-Rab, S., Harris, D., Kelchen, R., & Benson, J. (2012). Need-based financial aid and college persistence: Experimental Evidence from Wisconsin. Madison, Wisconsin: Wisconsin Scholars Longitudinal Study. Downloaded at: www.finaidstudy.org/documents/Goldrick-RabHarrisBensonKelchen.pdfGoogle Scholar
Government Accountability Office. (2014). Higher education: State funding trends and policies on affordability. Washington, DC: U.S. Government Accountability Office.Google Scholar
Harackiewicz, J., Canning, E., Tibbetts, Y., Giffen, C., Blair, S., Rouse, D., & Hyde, J. (2013). Closing the social class achievement gap for first-generation students in undergraduate biology. Journal of Educational Psychology, 106(2), 375389.Google Scholar
Hawai’i Graduation Initiative. (2016). About 15 to Finish. Honolulu, HI: University of Hawai’i Hawai’i Graduation Initiative. Retrieved from 15 to Finish: http://15tofinish.com/about/Google Scholar
ideas42. (2014, October 28). Improving postsecondary success: Insights from diagnosis and design. Retrieved from ideas42: http://www.ideas42.org/blog/improving-postsecondary-success-insights-from-diagnosis-and-design/Google Scholar
Castleman, B. L., (2016, June). Nudging for success: Using behavioral science to improve the postsecondary student journey. Retrieved from ideas42: http://www.ideas42.org/wp-content/uploads/2015/12/Nudging-for-Success-ideas42-FINAL.pdfGoogle Scholar
Katz, L., & Goldin, C. (2008). The race between education and technology. Cambridge, MA: Harvard University Press.Google Scholar
Klempin, S. (2014). Redefining full-time in college: Evidence on 15-credit strategies. New York, NY: Community College Research Center. Downloaded at: http://ccrc.tc.columbia.edu/publications/redefining-full-time-in-college.htmlGoogle Scholar
Lareau, A. (2003). Unequal childhoods: Race, class, and family life (2nd ed.). Oakland, CA: University of California Press.Google Scholar
Lenhart, A. (2012). Teens, smartphones and texting. Washington, DC: Pew Research Center. Downloaded at: http://www.pewinternet.org/2012/03/19/teens-smartphones-texting/Google Scholar
Moore, G. F., Williams, A., Moore, L., & Murphy, S. (2013). An exploratory cluster randomised trial of a university halls of residence based social norms marketing campaign to reduce alcohol consumption among 1st year students. Substance Abuse Treatment, Prevention & Policy, 8, 112.Google Scholar
Mullainathan, S., & Shafir, E. (2013). Scarcity: The new science of having less and how it defines our lives. New York: Times Books.Google Scholar
Page, L. C., Castleman, B. L., Kehoe, S. S. & Sahadewo, G. A. (2017). More than dollars for scholars: The impact of the Dell Scholars Program on college access, persistence and degree attainment. (Working Paper). SSRN. Retrieved from SSRN. http://dx.doi.org/10.2139/ssrn.2726320Google Scholar
Perkins, H. W., & Berkowitz, A. D. (1986). Perceiving the community norms of alcohol use among students: Some research implications for campus alcohol education programming. International Journal of the Addictions, 21, 961976.Google Scholar
Project for Education Research That Scales (PERTS). (2016). The College Transition Collaborative. Retrieved from https://www.perts.net/ctcGoogle Scholar
Pychyl, T. A., Lee, J. M., Thibodeau, R., & Blunt, A. (2000). Five days of emotion: An experience sampling study of undergraduate student procrastination. Journal of Social Behavior and Personality, 15(5), 239254.Google Scholar
Ross, R., White, S., Wright, J., & Knapp, L. (2013). Using behavioral economics for postsecondary success. ideas42. Downloaded from: http://www.ideas42.org/blog/new-white-paper-using-behavioral-economics-postsecondary-success/Google Scholar
Schmeiser, M., Stoddard, C., & Urban, C. (2016). Student loan information provision and academic choices. American Economic Review Papers & Proceedings, 106(5), 24328.Google Scholar
Scott-Clayton, J. (2011). On money and motivation: A quasi-experimental analysis of financial incentives for college achievement. Journal of Human Resources, 46(3), 614646.Google Scholar
Scott-Clayton, J. (2015). The shapeless river: Does a lack of structure inhibit students’ progress at community colleges? In Baum, S., Castleman, B. L, & Schwartz, S. (Eds.), Decision making for student success: Behavioral insights to improve college access and persistence (pp. 102123). New York, NY: Routledge Press.Google Scholar
Scrivener, S., Weiss, M. J., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling graduation rates: Three-year effects of CUNY’s Accelerated Study in Associates Programs (ASAP) for developmental education students. MDRC. Downloadable at: www.mdrc.org/publication/doubling-graduation-ratesGoogle Scholar
Sherman, D. K., & Harston, K. A. (2011). Reconciling self-protection with self-improvement. In Sedikides, C., & Alicke, M. D (Eds.), Handbook of self-enhancement and self-protection (pp. 128151). New York: NY: Guilford.Google Scholar
Shnabel, N., Purdie-Vaughns, V., Cook, J., Garcia, J., & Cohen, G. (2013). Demystifying values-affirmation interventions: Writing about social belonging is a key to buffering against identity threat. Personality and Social Psychology Bulletin, 39(5), 663676.Google Scholar
Smith, A. (2013). Smartphone ownership – 2013 update. Washington, DC: Pew Research Center. Downloaded at: http://www.pewinternet.org/2013/06/05/smartphone-ownership-2013/Google Scholar
Spencer, S. J., Cwir, D., Cohen, G. L., & Walton, G. M. (2011). Mere belonging: The power of social connections. Journal of Personality and Social Psychology, 102(3), 513532.Google Scholar
State Higher Education Executive Officers. (2016). State higher education finance: FY 2015. Retrieved from http://www.sheeo.org/sites/default/files/SHEEO_SHEF_FY2015.pdfGoogle Scholar
Steele, C., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African-Americans. Journal of Personality and Social Psychology, 69 (5), 797811.Google Scholar
Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S., & Covarrubias, R. (2012). Unseen disadvantage: American universities’ focus on independence undermines the academic performance of first-generation students. Journal of Personality and Social Psychology, 102(6), 11781197.Google Scholar
Stephens, N., Hamedani, M., & Destin, M. (2014). Closing the social-class achievement gap: A difference-education intervention improves first-generation students’ academic performance and all students’ college transition. Psychological Science, 25(4), 943953.Google Scholar
Thaler, R. H., & Sunstein, C. R. (2009). Nudge: Improving decisions about health, wealth, and happiness. New York, NY: Penguin Books.Google Scholar
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago: University of Chicago Press.Google Scholar
University of Virginia. (2016). First generation college graduates on faculty at UVA. Retrieved from Executive Vice President and Provost: http://provost.virginia.edu/first-generation-college-graduates-facultyGoogle Scholar
U.S. Department of Education. (2001). Beginning Postsecondary Survey 1996/2001 [Data file and code book]. Available from National Center for Education Statistics Web site: https://nces.ed.gov/surveys/bps/Google Scholar
Castleman, B. L., (2016, January 19). Fact sheet: Helping more Americans complete college: New proposals for success. Retrieved from: www.ed.gov/news/press-releases/fact-sheet-helping-more-americans-complete-college-new-proposals-successGoogle Scholar
Castleman, B. L., (2017, June 19). Secretary of Education Betsy DeVos Delivers on Promise of Year Round Pell and Increased Flexibility for Students. Retrieved from: https://www.ed.gov/news/press-releases/secretary-education-betsy-devos-delivers-promise-year-round-pell-and-increased-flexibility-studentsGoogle Scholar
Walton, G. M., Murphy, M. C., Logel, C., Yeager, D. S., & The College Transition Collaborative (2017). The Social-Belonging Intervention: A Guide For Use and Customization. Retrieved from http://gregorywalton-stanford.weebly.com/resources.htmlGoogle Scholar
Walton, G., & Cohen, G. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92(1), 8296.Google Scholar
Yeager, D. S., & Walton, G. M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81(2), 267301.Google Scholar
Yeager, D. S., Walton, G. M., Brady, S. T., Akcinar, E. N., Paunesku, D., Keane, L., … Dweck, C. S. (2016). Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences, 113(24), E3341E3348. doi:10.1073/pnas.1524360113Google Scholar

References

Ames, C. (1984). Achievement attributions and self-instructions under competitive and individualistic goal structures. Journal of Educational Psychology, 76(3), 478487.Google Scholar
Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38(2), 113125.Google Scholar
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497529.Google Scholar
Beilock, S. L. (2008). Math performance in stressful situations. Current Directions in Psychological Science, 17(5), 339343.Google Scholar
Benard, B. (2004). Resiliency: What we have learned. San Francisco, CA: WestEd Publishers.Google Scholar
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246263.Google Scholar
Boyle, S., LaBrie, J. W., Froidevaux, N. M., & Witkovic, Y. D. (2016). Different digital paths to the keg? How exposure to peers’ alcohol-related social media content influences drinking among male and female first-year college students. Addictive Behaviors, 57, 2129.Google Scholar
Chhoun, V., & Wallace, T. (2014). Creating connectedness through being known: Fulfilling the need to belong in U.S. high schools. Youth Society, 46(3), 360378.Google Scholar
Cohen, S., & Janicki-Deverts, D. (2009). Can we improve our physical health by altering our social networks? Perspectives on Psychological Science, 4(4), 375378.Google Scholar
Cohen, G. L., & Sherman, D. K. (2014). The psychology of change: Self-affirmation and social psychological intervention. Annual Review of Psychology, 65, 333371.Google Scholar
Cohen, G. L., & Steele, C. M. (2002). A barrier of mistrust: How negative stereotypes affect cross-race mentoring. In Aronson, J. & Aronson, J. (Eds.), Improving academic achievement: Impact of psychological factors on education (pp. 303327). San Diego, CA: Academic Press.Google Scholar
Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006). Reducing the racial achievement gap: A social-psychological intervention. Science, 313(5791), 13071310.Google Scholar
Cohen, G. L., Garcia, J., Purdie-Vaughns, V., Apfel, N., & Brzustoski, P. (2009). Recursive processes in self-affirmation: Intervening to close the minority achievement gap. Science, 324(5925), 400403.CrossRefGoogle ScholarPubMed
Cox, B. E. (2005). Overview of survey responses. In Tobolowsky, B. F (Ed.), The 2003 national survey on first-year seminars: Continuing innovations in the collegiate curriculum (Monograph No. 41) (pp. 4792). Columbia: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition.Google Scholar
Crocker, J., & Major, B. (1989). Social stigma and self-esteem: The self-protective properties of stigma. Psychological Review, 96(4), 608630.Google Scholar
Crosnoe, R. (2011). Fitting in, standing out: Navigating the social challenges of high school to get an education. New York: Cambridge University Press.Google Scholar
Diekstra, R. F. W. (2008). Effectiveness of school-based social and emotional learning programmes worldwide. In Clouder, C., Dahlin, B., Diekstra, R., Berrocal, P. F, Heys, B., Lantieri, L., & Paschen (Eds), H., Social and emotional education: An international analysis (pp. 255312). Santander, Spain: Fundación Marcelino Botin. Retrieved from http://educacion.fundacionmbotin.org/index.phpGoogle Scholar
Diener, C. I., & Dweck, C. S. (1980). An analysis of learned helplessness: II. The processing of success. Journal of Personality and Social Psychology, 39(5), 940952.Google Scholar
Dovidio, J. F., & Gaertner, S. L. (2000). Aversive racism and selection decisions: 1989 and 1999. Psychological Science, 11(4), 315319.Google Scholar
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press.Google Scholar
Dweck, C. S. (2000). Self-theories: Their role in motivation, personality and development. Hove Publishing, East Sussex, UK: Psychology Press.Google Scholar
Dweck, C. S. (2002). Messages that motivate: How praise molds students’ beliefs, motivation, and performance (in surprising ways). In Aronson, J. (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 3760). San Diego, CA: Academic Press.Google Scholar
Dweck, C. S. (2006). Mindset: the new psychology of success. New York: Ballantine Books.Google Scholar
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256273.Google Scholar
Dweck, C. S., Chiu, C. & Hong, Y. (1995). Implicit theories and their role in judgments and reactions: A world from two perspectives. Psychological Inquiry, 6, 267285.Google Scholar
Eisenberger, N. I., Lieberman, M. D., Williams, K. D. (2003) Does rejection hurt? An fMRI study of social exclusion. Science, 302(5643), 290–2.Google Scholar
Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 512.Google Scholar
Fabert, N. S. (2014). Growth mindset training to increase women’s self-efficacy in science and engineering: A randomized-controlled trial. Dissertation Abstracts International, 75. Retrieved from: http://search.proquest.com/docview/1588963169Google Scholar
Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners: The role of non-cognitive factors in shaping school performance, a critical literature review. Chicago: University of Chicago Consortium on Chicago School Reform.Google Scholar
Garcia, J., & Cohen, G. L. (2012). Social psychology and educational intervention. In Shafir, E. (Ed.), Behavioral foundations of policy. New York, NY: Russell Sage Foundation.Google Scholar
Goleman, D. (1995). EQ: Why it can matter more than IQ. New York: Bantam Books.Google Scholar
Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents’ standardized test performance: an intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24, 645662.CrossRefGoogle Scholar
Good, C., Rattan, A., & Dweck, C. S. (2012). Why do women opt out? Sense of belonging and women’s representation in mathematics. Journal of Personality and Social Psychology, 102, 700717.Google Scholar
Goodenow, C. (1993). Classroom belonging among early adolescent students: Relation to motivation and achievement. Journal of Early Adolescence, 13(1), 2143.Google Scholar
Greenwald, A. G., & Banaji, M. R. (1995). Implicit social cognition: Attitudes, self-esteem, and stereotypes. Psychological Review, 102(1), 427.Google Scholar
Grodsky, E., & Pager, D. (2001). The structure of disadvantage: Individual and occupational determinants of the Black-White wage gap. American Sociological Review, 66(4), 542567.Google Scholar
Guerrero, J., Fillpot, J., Bailey, L., & Hope, L. (2011). Hope and mindset: Transforming Chaffey’s future [Presentation]. Rancho Cucamonga, CA: Chaffey College Office of Institutional Research. Retrieved from www.chaffey.edu/research/IR_PDF_Files/Presentations/Other/1213-Hope_Mindset_Presentation.pdfGoogle Scholar
Gutshall, C. A. (2013). Teachers’ mindsets for students with and without disabilities. Psychology in the Schools, 50(10), 10731083.Google Scholar
Haimovitz, K., & Dweck, C. S. (2016). What predicts children’s fixed and growth intelligence mind-sets? Not their parents’ views of intelligence but their parents’ views of failure. Psychological Science, 27(6), 859869.Google Scholar
Hanushek, E. A., Kain, J. F., Rivkin, S. G., & Branch, G. F. (2007). Charter school quality and parental decision making with school choice. Journal of Public Economics, 91(5–6), 823848.Google Scholar
Haynes, T. L., Perry, R. P., Stupnisky, R. H., & Daniels, L. M. (2009). A review of attributional retraining treatments: Fostering engagement and persistence in vulnerable college students. In Higher Education: Handbook of Theory and Research, vol. 24 (pp. 227272). The Netherlands: Springer.Google Scholar
Heck, R. (2007). Examining the relationship between teacher quality as an organization property of schools and student achievement and growth rates. Educational Administration Quarterly, 43(4), 399432.Google Scholar
Heikkila, A., Niemivirta, M., Nieminen, J., & Lonka, K. (2010). Interrelations among university students’ approaches to learning, regulation of learning, and cognitive and attributional strategies: a person oriented approach. Studies in Higher Education, 61 (5), 513529.Google Scholar
Hong, Y. Y., Chiu, C. Y., Dweck, C. S., Lin, D. M. S., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77, 588599.Google Scholar
Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 14101412.Google Scholar
Hunter, M. S., & Linder, C. W. (2003). College seminars for first-year students. In Guthrie, J. W (Ed.), Encyclopedia of education, 2nd ed. (pp. 399401). New York: Macmillan.Google Scholar
Hunter, M. S., (2005). First-year seminars. In Upcraft, M. L, Gardner, J. N, & Barefoot, B. O (Eds.), Challenging and supporting the first-year student: A handbook for improving the first year of college (pp. 275291). San Francisco, CA: Jossey-Bass.Google Scholar
Ishler, J. L. C., & Upcraft, L. M. (2005). The keys to first-year student persistence. In Upcraft, M. L, Gardner, J. N, & Barefoot, B. O (Eds.), Challenging and supporting the first-year student: A handbook for improving the first year of college (pp. 2746). San Francisco: Jossey-Bass.Google Scholar
Kamins, M., & Dweck, C. S. (1999). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35, 835847.Google Scholar
Klomek, A. B., Marrocco, F., Kleinman, M., Schonfeld, I. S., & Gould, M. S. (2007). Bullying, depression, and suicidality in adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 46(1), 4049.Google Scholar
Lepper, M. R., Woolverton, M., Mumme, D. L., & Gurtner, J. L. (1993). Motivational techniques of expert human tutors: Lessons for the design of computer-based tutors. In Lajoie, S. P & Derry, S. J (Eds.), Computers as cognitive tools: Technology in education (pp. 75–105). Hillsdale, NJ: Erlbaum.Google Scholar
Lippman, L., Atienza, A., Rivers, A., & Keith, J. (2008). Developmental perspective on college and workplace readiness. Washington, D.C.: Child Trends.Google Scholar
Louis, M. C. (2008). A Comparative analysis of the effectiveness of strengths-based curricula in promoting first-year college student success. Dissertation Abstracts International Section A, 69, 2174.Google Scholar
Luthar, S. & Burack, J. (2000). Adolescent wellness: In the eye of the beholder? In Ciccetti, D., Rappaport, J., Sandler, I., & Weissberg, R. (Eds.), The promotion of wellness in children and adolescents (pp. 2957). Washington, DC: Child Welfare League Association Press.Google Scholar
Marshik, T. T., Kortenkamp, K. V., Cerbin, W., & Dixon, R. (2015). Students’ understanding of how beliefs and context influence motivation for learning: A lesson study approach. Scholarship of Teaching and Learning in Psychology, 1(4), 298311.Google Scholar
McCutchen, K. L., Jones, M. H., Carbonneau, K. J., & Mueller, C. E. (2015). Mindset and standardized testing over time. Journal of Learning and Individual Differences, 45(2016), 208213.Google Scholar
Middleton, M., Kaplan, A., & Midgley, C. (2004). The change in middle school students’ achievement goals in mathematics over time. Social Psychology of Education, 7, 289311.Google Scholar
Miyake, A., Kost-Smith, L. E., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., & Ito, T. A. (2010). Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science, 330(6008), 12341237.Google Scholar
Molden, D. C., & Dweck, C. S. (2006). Finding “meaning” in psychology: A lay theories approach to self-regulation, social perception, and social development. American Psychologist, 61 (3), 192203.Google Scholar
Mueller, C. M., & Dweck, C. S. (1998). Intelligence praise can undermine motivation and performance. Journal of Personality and Social Psychology, 75, 3352.Google Scholar
Murray-Harvey, R. (2010). School and home relationships and their impact on bullying. School Psychology International, 31(3), 271295.Google Scholar
Nicoll, W. (2014). Developing bully proof schools: A comprehensive approach. Staff Training Manual. Resilience Counseling & Training Center. Retrieved on 2nd December 2013 from: www.resiliencecounselingcenter.comGoogle Scholar
Nix, S., Perez-Felkner, L., & Thomas, K. (2015). Perceived mathematical ability under challenge: A longitudinal perspective on sex segregation among STEM degree fields. Frontiers in Psychology, 6, 530.Google Scholar
Oyserman, D., Bybee, D., & Terry, K. (2006). Possible selves and academic outcomes: How and when possible selves impel action. Journal of Personality and Social Psychology, 91 (1), 188204.CrossRefGoogle ScholarPubMed
Paulson, S. E., Marchant, G. J., & Rothlisberg, B. A. (1997). Early adolescents’ perceptions of patterns of parenting, teaching, and school atmosphere: Implications for achievement. Journal of Early Adolescence, 18, 512.Google Scholar
Payton, J., Weissberg, R.P., Durlak, J.A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Technical report, Collaborative for Academic, Social, and Emotional Learning (CASEL).Google Scholar
Pianta, R., & Stuhlman, M. (2004). Teacher-child relationships and children’s success in first years of school. School Psychology Review, 33(3), 444458.Google Scholar
Rattan, A., Good, C., & Dweck, C. (2012). “It’s ok – not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology, 48, 731737.Google Scholar
Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. M., Jones, J. et al. (1997). Protecting adolescents from harm: Findings from the national longitudinal study on adolescent health. Journal of the American Medical Association, 278 (10), 823832.Google Scholar
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458.Google Scholar
Robins, R., & Pals, J. (2002). Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect, and self-esteem change. Self and Identity, 1, 313336.Google Scholar
Ross, L., & Nisbett, R. E. (1991). The person and the situation: Perspectives of social psychology. New York, NY: McGraw-Hill.Google Scholar
Roussel, P., Elliot, A. J., & Feltman, R. (2011). The influence of achievement goals and social goals in helpseeking from peers in an academic context. Learning and Instruction, 21, 394402.Google Scholar
Schmader, T. (2010). Stereotype threat deconstructed. Current Directions in Psychological Science, 19, 1418.CrossRefGoogle Scholar
Schmader, T., Whitehead, J., & Forbes, C. E. (2009). Stereotype threat cues implicit uncertainty. Unpublished manuscript, University of Arizona.Google Scholar
Sherman, D. K., Hartson, K. A., Binning, K. R., Purdie-Vaughns, V., Garcia, J., Taborsky-Barba, S., Tomassetti, S., Nussbaum, A. D., & Cohen, G. L. (2011). Self affirmation, identity threat, and academic performance: Understanding the effects of a social psychological intervention. Manuscript in preparation.Google Scholar
Stage, F. K., & Hossler, D. (2000). Where is the student? Linking student behaviors, college choice, and college persistence. In Braxton, J. M (Ed.), Reworking the student departure puzzle (pp. 170194). Nashville, TN: Vanderbilt University Press.Google Scholar
Steele, C. M. (1988). The psychology of self-affirmation: Sustaining the integrity of the self. In Berkowitz, L. (Ed.), Advances in experimental social psychology (pp. 261302). New York, NY: Academic Press.Google Scholar
Steele, C. M. (1997). A threat in the air: how stereotypes shape intellectual identity and performance. American Psychologist, 52, 613629.Google Scholar
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797811.Google Scholar
Steele, C. M., Spencer, S. J., & Aronson, J. (2002). Contending with group image: The psychology of stereotype and social identity threat. Advances in Experimental Social Psychology, 34, 379439.Google Scholar
Steinhorn, L., & Diggs-Brown, B. (1999). By the color of our skin: The illusion of integration and the reality of race. New York: Dutton.Google Scholar
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. Psychological Science, 25, 943953.Google Scholar
Stipek, D. (2002). Good instruction is motivating. In Wigfield, A., , J. S., & Eccles, A. (Eds.), Development of achievement motivation (pp. 309332). San Diego, CA: Academic Press.Google Scholar
Suldo, S. M., Gelley, C. D., Roth, R. A., & Bateman, L. (2015). Influence of peer social experiences on positive and negative indicators of mental health among high school students. Psychology in the Schools, 52 (5), 431446.Google Scholar
Tinto, V. (1998). Colleges as communities: Taking research on student persistence seriously. The Review of Higher Education, 21 (2), 167177.Google Scholar
Twemlow, S. W., & Sacco, F. (2008). Why school antibullying programs don’t work. New York: Jason Aronson.Google Scholar
Upcraft, M. L., Gardner, J. N., & Barefoot, B. O. (Eds.). (2005). Challenging and supporting the first-year student: A handbook for improving the first year of college. San Francisco: Jossey-Bass.Google Scholar
Waber, D. (2010). Rethinking learning disabilities: Understanding children who struggle in school. New York: Guilford Press.Google Scholar
Walton, G. M. (2014). The new science of wise psychological interventions. Current Directions in Psychological Science, 23(1), 7382.Google Scholar
Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92(1), 8296.Google Scholar
Walton, G. M., (2011). A brief social-belonging intervention improves academic and health outcomes among minority students. Science, 331(6023), 14471451.CrossRefGoogle ScholarPubMed
Walton, G. M., & Spencer, S. J. (2009). Latent ability: Grades and test scores systematically underestimate the intellectual ability of negatively stereotyped students. Psychological Science, 20, 11321139.Google Scholar
Wilson, T. D., & Buttrick, N. R. (2016). New directions in social psychological interventions to improve academic achievement. Journal of Educational Psychology, 108(3), 392396.Google Scholar
Wilson, T. D., & Linville, P. W. (1982). Improving the academic performance of college freshmen: Attribution therapy revisited. Journal of Personality and Social Psychology, 42, 367376.Google Scholar
Wilson, T. D., (1985). Improving the performance of college freshmen with attributional techniques. Journal of Personality and Social Psychology, 49, 287293.Google Scholar
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47, 302314.Google Scholar
Yeager, D. S., & Walton, G. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81, 267301.CrossRefGoogle Scholar
Yeager, D. S., Henderson, M. D., Paunesku, D., Walton, G. M., D’Mello, S., Spitzer, B. J., & Duckworth, A. L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107, 559580.Google Scholar
Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., & … Dweck, C. S. (2016). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of Educational Psychology, 108(3), 374391.Google Scholar
Yeager, D. S., Walton, G. M., Brady, S. T., Akcinar, E. N., Paunesku, D., Keane, L., & … Dweck, C. S. (2016). Teaching a lay theory before college narrows achievement gaps at scale. PNAS Proceedings of The National Academy of Sciences of the United States of America, 113(24), E3341E3348.Google Scholar
Yorke, M., & Knight, P. (2004). Self-theories: Some implications for teaching and learning in higher education. Studies in Higher Education, 29, 2537.Google Scholar
Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.) (2004). Building academic success thru social and emotional learning: What does the research say? New York: Teachers College Press.Google Scholar

References

Allen, J., Robbins, S. B., Casillas, A., & Oh, I. (2008). Third-year college retention and transfer: Effects of academic performance, motivation, and social connectedness. Research in Higher Education, 49, 647664. doi:10.1007/s11162-008-9098-3Google Scholar
Alter, A. L., Aronson, J., Darley, J. M., Rodriguez, C., & Ruble, D. N. (2010). Rising to the threat: Reducing stereotype threat by reframing the threat as a challenge. Journal of Experimental Social Psychology, 46, 166171. doi:10.1016/j.jesp.2009.09.014Google Scholar
Ambady, N., Paik, S. K., Steele, J., Owen-Smith, A., & Mitchell, J. P. (2004). Deflecting negative self-relevant stereotype activation: The effects of individuation. Journal of Experimental Social Psychology, 40, 401408. doi: 10.1016/j.jesp.2003.08.003Google Scholar
Amiot, C. E., Terry, D. J., Wirawan, D., & Grice, T. A. (2010). Changes in social identities over time: The role of coping and adaptation processes. British Journal of Social Psychology, 49, 803826. doi:10.1348/014466609X480624Google Scholar
Aquilino, W. S. (2006). Family relationships and support systems in emerging adulthood. In Arnett, J. J & Tanner, J. L (Eds.), Emerging adults in America: Coming of age in the 21st century (pp. 193217). Washington, DC: American Psychological Association.Google Scholar
Arnett, J. J., & Tanner, J. L. (2006). Emerging adults in America: Coming of age in the 21st century. Washington, DC: American Psychological Association.Google Scholar
Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113125. doi:10.1006/jesp.2001.1491Google Scholar
Asgari, S., Dasgupta, N., & Stout, J. G. (2012). When do counterstereotypic ingroup members inspire versus deflate? The effect of successful professional women on young women’s leadership self-concept. Personality & Social Psychology Bulletin, 38, 370383. doi:10.1177/0146167211431968Google Scholar
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191215. doi:10.1037/0033-295X.84.2.191Google Scholar
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497529. doi:10.1037/0033-2909.117.3.497Google Scholar
Ben-Zeev, A. & Kirtman, N. (2012). Stereotype threat beyond the laboratory: Do single sex colleges signal a safety in the air? In Hunter, B. O. & Romero, T. J. (Eds.), Psychology of threat. Hauppauge, NY: Nova Science.Google Scholar
Ben-Zeev, T., Fein, S., & Inzlicht, M. (2005). Arousal and stereotype threat. Journal of Experimental Social Psychology, 41, 174181. doi:10.1016/j.jesp.2003.11.007Google Scholar
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246263. doi:10.1111/j.1467-8624.2007.00995.xGoogle Scholar
Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15, 140. doi:10.1023/A:1021302408382Google Scholar
Brooks, A. W. (2014). Get excited: Reappraising pre-performance anxiety as excitement. Journal of Experimental Psychology: General, 143, 11441458. doi:10.1037/a0035325Google Scholar
Cadinu, M., Maass, A., Frigerio, S., Impagliazzo, L., & Latinotti, S. (2003). Stereotype threat: The effect of expectancy on performance. European Journal of Social Psychology, 33, 267285. doi:10.1002/ejsp.145Google Scholar
Cadinu, M., Maass, A., Rosabianca, A., & Kiesner, J. (2005). Why do women underperform under stereotype threat? Evidence for the role of negative thinking. Psychological Science, 16, 572578. doi:10.1111/j.0956-7976.2005.01577.xGoogle Scholar
Carrell, S. E., Page, M. E., & West, J. E. (2010). Sex and science: How professor gender perpetuates the gender gap. Quarterly Journal of Economics, 125, 11011144. doi:10.1162/qjec.2010.125.3.1101Google Scholar
Ceci, S. J., & Williams, W. M. (2011). Understanding current causes of women’s underrepresentation in science. Proceedings of the National Academy of Sciences, 108, 31573162. doi:10.1073/pnas.1014871108Google Scholar
Chemers, M. M., Hu, L., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93, 5564. doi:10.1037//0022-0663.93.1.55Google Scholar
Chen, X. (2013). STEM attrition: College students’ paths into and out of STEM fields (NCES 2014-001). Washington, DC: U. S. Department of Education, National Center for Education Statistics. Retrieved from http://files.eric.ed.gov/fulltext/ED544470.pdfGoogle Scholar
Cheryan, S., Plaut, V. C., Davies, P. G., & Steele, C. M. (2009). Ambient belonging: How stereotypical cues impact gender participation in computer science. Journal of Personality and Social Psychology, 97, 10451060. doi:10.1037/a0016239Google Scholar
Coffman, D. L., & Gilligan, T. D. (2002). Social support, stress, and self-efficacy: Effects on students’ satisfaction. Journal of College Student Retention: Research, Theory & Practice, 4, 5366. doi:10.2190/BV7X-F87X-2MXL-2B3LGoogle Scholar
Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64, 135. doi:10.3102/00346543064001001Google Scholar
Cohen, G. L., & Garcia, J. (2008). Identity, belonging, and achievement: a model, interventions, implications. Current Directions in Psychological Science, 17, 365369. doi:10.1111/j.1467-8721.2008.00607.xGoogle Scholar
Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006). Reducing the racial achievement gap: A social-psychological intervention. Science, 313, 13071310. doi:10.1126/science.1128317Google Scholar
Cohen, G. L., Garcia, J., Purdie-Vaughns, V., Apfel, N., & Brzustoski, P. (2009). Recursive processes in self-affirmation: Intervening to close the minority achievement gap. Science, 324, 400403. doi:10.1126/science.1170769Google Scholar
Cole, B., Matheson, K., & Anisman, H. (2007). The moderating role of ethnic identity and social support on relations between well-being and academic performance. Journal of Applied Social Psychology, 37, 592615. doi:10.1111/j.1559-1816.2007.00176.xGoogle Scholar
Collier, P. J., & Morgan, D. L. (2008). Is that paper really due today?: Differences in first-generation and traditional college students understandings of faculty expectations. Higher Education, 55, 425446. doi:10.1007/sl0734-007-9065-5Google Scholar
Conley, C. S., Kirsch, A. C., Dickson, D. A., & Bryant, F. B. (2014). Negotiating the transition to college developmental trajectories and gender differences in psychological functioning, cognitive-affective strategies, and social well-being. Emerging Adulthood, 2, 195210. doi:10.1177/2167696814521808Google Scholar
Cooke, R., Bewick, B. M., Barkham, M., Bradley, M., & Audin, K. (2006). Measuring, monitoring and managing the psychological well-being of first year university students. British Journal of Guidance & Counselling, 34, 505517. doi:10.1080/03069880600942624Google Scholar
Croizet, J. C., & Claire, T. (1998). Extending the concept of stereotype threat to social class: The intellectual underperformance of students from low socioeconomic backgrounds. Personality and Social Psychology Bulletin, 24, 588594. doi:10.1177/0146167298246003Google Scholar
Croizet, J. C., Désert, M., Dutrevis, M., & Leyens, J. P. (2001). Stereotype threat, social class, gender, and academic under-achievement: When our reputation catches up to us and takes over. Social Psychology of Education, 4, 295310. doi:10.1023/A:1011336821053Google Scholar
Dasgupta, N. (2011). Ingroup experts and peers as social vaccines who inoculate the self-concept: The stereotype inoculation model. Psychological Inquiry, 22, 231246. doi:10.1080/1047840x.2011.6073130Google Scholar
Dasgupta, N., & Stout, J. G. (2014). Girls and women in science, technology, engineering, and mathematics: STEMing the tide and broadening participation in STEM careers. Policy Insights from the Behavioral and Brain Sciences, 1, 2129. doi:10.1177/2372732214549471Google Scholar
Dasgupta, N., McManus Scircle, M. M., & Hunsinger, M. (2015). Female peers in small work groups enhance women’s motivation, verbal participation, and career aspirations in engineering. Proceedings of the National Academy of Sciences, 112(16), 49884993. doi:10.1073/pnas.1422822112Google Scholar
DeAngelo, L., Franke, R., Hurtado, S., Pryor, J. H., & Tran, S. (2011). Completing college: Assessing graduation rates at four-year institutions. Los Angeles: Higher Education Research Institute, UCLA. Retrieved from http://heri.ucla.edu/DARCU/CompletingCollege2011.pdf.Google Scholar
Dennehy, T. C., & Dasgupta, N. (2017). Female peer mentors early in college increase women’s positive academic experiences and retention in engineering. Proceedings of the National Academy of Sciences, 114, 5964-5969. doi: 10.1073/pnas.1613117114Google Scholar
Diekman, A. B., Clark, E. K., Johnston, A. M., Brown, E. R., & Steinberg, M. (2011). Malleability in communal goals and beliefs influences attraction to STEM careers: Evidence for a goal congruity perspective. Journal of Personality and Social Psychology, 101, 902918. doi:10.1037/a0025199Google Scholar
Dweck, C. (2006). Is math a gift? Beliefs that put females at risk. In Ceci, S. J & Williams, W. (Eds.), Why aren’t more women in science? Top researchers debate the evidence. Washington, DC: American Psychological Association.Google Scholar
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256273. doi:10.1037/0033-295X.95.2.256Google Scholar
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218232. doi:10.1037/0022-3514.72.1.218Google Scholar
Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 136, 103127. doi:10.1037/a0018053Google Scholar
Friedlander, L. J., Reid, G. J., Shupak, N., & Cribbie, R. (2007). Social support, self-esteem, and stress as predictors of adjustment to university among first-year undergraduates. Journal of College Student Development, 48, 259274. doi:10.1353/csd.2007.0024Google Scholar
Froehlich, L., Martiny, S. E., Deaux, K., Goetz, T., & Mok, S. Y. (2016). Being smart or getting smarter: Implicit theory of intelligence moderates stereotype threat and stereotype lift effects. British Journal of Social Psychology. doi:10.1111/bjso.12144Google Scholar
Fryberg, S. A., & Markus, H. R. (2007). Cultural models of education in American Indian, Asian American and European American contexts. Social Psychology of Education, 10, 213246. doi:10.1007/s11218-007-9017-zGoogle Scholar
Gonzales, P. M., Blanton, H., & Williams, K. J. (2002). The effects of stereotype threat and double-minority status on the test performance of Latino women. Personality and Social Psychology Bulletin, 28, 659670. doi:10.1177/0146167202288010Google Scholar
Hale, C. J., Hannum, J. W., & Espelage, D. L. (2005). Social support and physical health: The importance of belonging. Journal of American College Health, 53, 276284. doi:10.3200/JACH.53.6.276-284Google Scholar
Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Giffen, C. J., Blair, S. S., Rouse, D. I., & Hyde, J. S. (2014). Closing the social class achievement gap for first-generation students in undergraduate biology. Journal of Educational Psychology, 106, 375389. doi:10.1037/a0034679Google Scholar
Hausmann, L. R., Ye, F., Schofield, J. W., & Woods, R. L. (2009). Sense of belonging and persistence in White and African American first-year students. Research in Higher Education, 50, 649669. doi:10.1007/s11162-009-9137-8Google Scholar
Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of educational research, 70, 151179. doi:10.3102/00346543070002151Google Scholar
Hoyt, C. L., & Simon, S. (2011). Female leaders: Injurious or inspiring role models for women? Psychology of Women Quarterly, 35, 143157. doi:10.1177/0361684310385216Google Scholar
Hulleman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102, 880. doi:10.1037/a0019506Google Scholar
Inzlicht, M., & Ben-Zeev, T. (2000). A threatening intellectual environment: Why females are susceptible to experiencing problem-solving deficits in the presence of males. Psychological Science, 11, 365371. doi:10.1111/1467–9280.00272Google Scholar
Jamieson, J. P., Mendes, W. B., Blackstock, E., & Schmader, T. (2010). Turning the knots in your stomach into bows: Reappraising arousal improves performance on the GRE. Journal of Experimental Social Psychology, 46, 208212. doi:10.1016/j.jesp.2009.08.015Google Scholar
Jenkins, S. R., Belanger, A., Connally, M. L., Boals, A., & Durón, K. M. (2013). First-generation undergraduate students’ social support, depression, and life satisfaction. Journal of College Counseling, 16, 129142. doi:10.1002/j.2161-1882.2013.00032.xGoogle Scholar
Johns, M., Schmader, T., & Martens, A. (2005). Half the battle: Teaching stereotype threat as a means of improving women’s math performance. Psychological Science, 16, 175179. doi:10.1111/j.0956-7976.2005.00799.xGoogle Scholar
Johnson, D. R., Soldner, M., Leonard, J. B., Alvarez, P., Inkelas, K. K., Rowan-Kenyon, H., Longerbeam, S. (2007). Examining sense of belonging among first-year undergraduates from different racial/ethnic groups. Journal of College Student Development, 48, 525542. doi: 10.1353/csd.2007.0054Google Scholar
Jury, M., Smeding, A., & Darnon, C. (2015). First-generation students’ underperformance at university: The impact of the function of selection. Frontiers in Psychology, 6, 710. doi:10.3389/fpsyg.2015.00710Google Scholar
Jury, M., Smeding, A., Court, M., & Darnon, C. (2015). When first-generation students succeed at university: On the link between social class, academic performance, and performance-avoidance goals. Contemporary Educational Psychology, 41, 2536. doi:10.1016/j.cedpsych.2014.11.001Google Scholar
Koch, S. C., Müller, S. M., & Sieverding, M. (2008). Women and computers. Effects of stereotype threat on attribution of failure. Computers & Education, 51, 17951803. doi:10.1016/j.compedu.2008.05.007Google Scholar
Leslie, S. J., Cimpian, A., Meyer, M., & Freeland, E. (2015). Expectations of brilliance underlie gender distributions across academic disciplines. Science, 347, 262265. doi:10.1126/science.1261375Google Scholar
Lockwood, P., & Kunda, Z. (1997). Superstars and me: Predicting the impact of role models on the self. Journal of Personality and Social Psychology, 73, 91103. doi:10.1037/0022-3514.73.1.91Google Scholar
Logel, C., Iserman, E. C., Davies, P. G., Quinn, D. M., & Spencer, S. J. (2009). The perils of double consciousness: The role of thought suppression in stereotype threat. Journal of Experimental Social Psychology, 45, 299312. doi:10.1016/j.jesp.2008.07.016Google Scholar
Logel, C., Walton, G. M., Spencer, S. J., Iserman, E. C., von Hippel, W., & Bell, A. E. (2009). Interacting with sexist men triggers social identity threat among female engineers. Journal of Personality and Social Psychology, 96, 10891103. doi:10.1037/a0015703Google Scholar
Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students’ time management: Correlations with academic performance and stress. Journal of Educational Psychology, 82, 760768. doi:10.1037/0022-0663.82.4.760Google Scholar
MacDonald, G., & Leary, M. R. (2005). Why does social exclusion hurt? The relationship between social and physical pain. Psychological Bulletin, 131, 202223. doi:10.1037/0033-2909.131.2.202Google Scholar
Martinez, J. A., Sher, K. J., Krull, J. L., & Wood, P. K. (2009). Blue-collar scholars?: Mediators and moderators of university attrition in first-generation college students. Journal of College Student Development, 50, 87103. doi:10.1353/csd.0.0053Google Scholar
Marx, D. M., & Goff, P. A. (2005). Clearing the air: The effect of experimenter race on target’s test performance and subjective experience. British Journal of Social Psychology, 44, 645657. doi:10.1348/014466604X17948Google Scholar
Marx, D. M., Ko, S. J., & Friedman, R. A. (2009). The “Obama effect”: How a salient role model reduces race-based performance differences. Journal of Experimental Social Psychology, 45, 953956. doi:10.1016/j.jesp.2009.03.012Google Scholar
Mellor, D. T., Brooks, W. R., Gray, S. A., & Jordan, R. C. (2015). Troubled transitions into college and the effects of a small intervention course. Journal of College Student Retention: Research, Theory & Practice, 17, 4463. doi:10.1177/1521025115571102Google Scholar
Mendoza-Denton, R., & Page-Gould, E. (2008). Can cross-group friendships influence minority students’ well-being at historically White universities? Psychological Science, 19, 933939. doi:10.1111/j.1467-9280.2008.02179.xGoogle Scholar
Mendoza-Denton, R., Downey, G., Purdie, V. J., Davis, A., & Pietrzak, J. (2002). Sensitivity to status-based rejection: Implications for African American students’ college experience. Journal of Personality and Social Psychology, 83, 896918. doi:10.1037//0022-3514.83.4.896Google Scholar
Miyake, A., Kost-Smith, L. E., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., & Ito, T. A. (2010). Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science, 330, 12341237. doi:10.1126/science.1195996Google Scholar
Moore, C., & Dasgupta, N. (2017). “Social vaccines” in the classroom: The influence of female peers on inoculating women’s self-concept in mathematics. Manuscript in preparation.Google Scholar
Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75, 3352. doi:10.1037/0022-3514.75.1.33Google Scholar
Murphy, M. C., Steele, C. M., & Gross, J. J. (2007). Signaling threat: How situational cues affect women in math, science, and engineering settings. Psychological Science, 18, 879885. doi:10.1111/j.1467-9280.2007.01995.xGoogle Scholar
National Center for Education Statistics (NCES). (2002). Educational longitudinal study of 2002. Retrieved from http://nces.ed.gov/surveys/els2002/bibliography.aspGoogle Scholar
Dweck, C. S. (2007). Status and trends in the education of racial and ethnic minorities. Retrieved from http://nces.ed.gov/pubs2007/minoritytrends/Google Scholar
Nguyen, H. D., & Ryan, A. M. (2008). Does stereotype threat affect test performance of minorities and women? A meta-analysis of experimental evidence. Journal of Applied Psychology, 93, 13141334. doi:10.1037/a0012702Google Scholar
O’Brien, L. T., Blodorn, A., Adams, G., Garcia, D. M., & Hammer, E. (2015). Ethnic variation in gender-STEM stereotypes and STEM participation: An intersectional approach. Cultural Diversity & Ethnic Minority Psychology, 21, 169180. doi:10.1037/a0037944Google Scholar
Osborne, J. W. (2001). Testing stereotype threat: Does anxiety explain race and sex differences in achievement? Contemporary Educational Psychology, 26, 291310. doi:10.1006/ceps.2000.1052Google Scholar
Park, C. L., Edmondson, D., & Lee, J. (2012). Development of self-regulation abilities as predictors of psychological adjustment across the first year of college. Journal of Adult Development, 19, 4049. doi:10.1007/s10804-011-9133-zGoogle Scholar
Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science, 26, 784793. doi:10.1177/0956797615571017Google Scholar
Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92(1), 128150. doi:10.1037/0021-9010.92.1.128Google Scholar
Phillips, L. T., Stephens, N. M., & Townsend, S. S. (2016). Access is not enough: Institutional cultural mismatch persists to limit fit & performance. Academy of Management Proceedings, 15696. doi: 10.5465/AMBPP.2016.15696abstract.Google Scholar
Pittman, L. D., & Richmond, A. (2008). University belonging, friendship quality, and psychological adjustment during the transition to college. Journal of Experimental Education, 76, 343362. doi:10.3200/JEXE.76.4.343-362Google Scholar
Ployhart, R. E., Ziegert, J. C., & McFarland, L. A. (2003). Understanding racial differences on cognitive ability tests in selection contexts: An integration of stereotype threat and applicant reactions research. Human Performance, 16, 231259. doi:10.1207/S15327043HUP1603_4Google Scholar
Purdie-Vaughns, V., Steele, C. M., Davies, P. G., Ditlmann, R., & Crosby, J. R. (2008). Social identity contingencies: How diversity cues signal threat or safety for African Americans in mainstream institutions. Journal of Personality and Social Psychology, 94, 615630. doi:10.1037/0022-3514.94.4.615Google Scholar
Quinn, D. M., & Spencer, S. J. (2001). The interference of stereotype threat with women’s generation of mathematical problem-solving strategies. Journal of Social Issues, 57, 5571. doi:10.1111/0022-4537.00201Google Scholar
Quinn, D. M., Kahng, S. K., & Crocker, J. (2004). Discreditable: Stigma effects of revealing a mental illness history on test performance. Personality and Social Psychology Bulletin, 30, 803815. doi:10.1177/0146167204264088Google Scholar
Richman, L. S., vanDellen, M., & Wood, W. (2011). How women cope: Being a numerical minority in a male-dominated profession. Journal of Social Issues, 67, 492509. doi:10.1111/j.1540-4560.2011.01711.xGoogle Scholar
Rios, K., Cheng, Z. H., Totton, R. R., & Shariff, A. F. (2015). Negative stereotypes cause Christians to underperform in and disidentify with science. Social Psychological and Personality Science, 6, 959967. doi:10.1177/1948550615598378Google Scholar
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130, 261288. doi:10.1037/0033-2909.130.2.261Google Scholar
Rofé, Y. (1984). Stress and affiliation: A utility theory. Psychological Review, 91, 235250. doi:10.1037/0033-295X.91.2.235Google Scholar
Rosenthal, H. E., & Crisp, R. J. (2006). Reducing stereotype threat by blurring intergroup boundaries. Personality and Social Psychology Bulletin, 32, 501511. doi:10.1177/0146167205281009Google Scholar
Schmader, T., & Johns, M. (2003). Converging evidence that stereotype threat reduces working memory capacity. Journal of Personality and Social Psychology, 85, 440452. doi:10.1037/0022-3514.85.3.440Google Scholar
Sekaquaptewa, D., & Thompson, M. (2003). Solo status, stereotype threat, and performance expectancies: Their effects on women’s performance. Journal of Experimental Social Psychology, 39, 6874. doi:10.1016/S0022-1031(02)00508-5Google Scholar
Shapiro, J. R. (2011). Different groups, different threats: A multi-threat approach to the experience of stereotype threats. Personality & Social Psychology Bulletin, 37, 464–480. doi:10.1177/0146167211398140Google Scholar
Shapiro, J. R., & Neuberg, S. L. (2007). From stereotype threat to stereotype threats: Implications of a multi-threat framework for causes, moderators, mediators, consequences, and interventions. Personality and Social Psychology Review, 11, 107130. doi:10.1177/1088868306294790Google Scholar
Shih, M., Pittinsky, T. L., & Ambady, N. (1999). Stereotype susceptibility: Identity salience and shifts in quantitative performance. Psychological Science, 10, 8083. doi:10.1111/1467–9280.00111Google Scholar
Sladek, M. R., & Doane, L. D. (2015). Daily diary reports of social connection, objective sleep, and the cortisol awakening response during adolescents’ first year of college. Journal of Youth and Adolescence, 44, 298316. doi:10.1007/s10964-014-0244-2Google Scholar
Smeding, A., Darnon, C., Souchal, C., Toczek-Capelle, M. C., & Butera, F. (2013). Reducing the socio-economic status achievement gap at university by promoting mastery-oriented assessment. PloS One, 8, e71678. doi:10.1371/journal.pone.0071678Google Scholar
Smith, J. S., Moore, C., & Dasgupta, N. (2017). [The effect of gender composition on women’s experiences in team-based science classes in college]. Unpublished raw data.Google Scholar
Smith, M.K., Wood, W. B., Adams, W. K., Wieman, C., Knight, J. K., Guild, N., & Su, T. T. (2009). Why peer discussion improves student performance on in-class concept questions. Science, 323, 122124. doi: 10.1126/science.1165919Google Scholar
Snyder, T. D., de Brey, C., & Dillow, S. A. (2016). Digest of education statistics, 2014 (NCES 2016-006). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2016/2016006.pdfGoogle Scholar
Spencer, B., & Castano, E. (2007). Social class is dead. Long live social class! Stereotype threat among low socioeconomic status individuals. Social Justice Research, 20, 418432. doi:10.1007/s11211-007-0047-7Google Scholar
Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Stereotype threat and women’s math performance. Journal of Experimental Social Psychology, 35, 428. doi:10.1006/jesp.1998.1373Google Scholar
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797811. doi:10.1037/0022-3514.69.5.797Google Scholar
Steele, C. M., Spencer, S. J., & Aronson, J. (2002). Contending with group image: The psychology of stereotype and social identity threat. In Zanna, M. P (Ed.), Advances in Experimental Social Psychology (Vol. 34, pp. 379440). San Diego, CA: Academic Press.Google Scholar
Stephens, N. M., Fryberg, S. A., & Markus, H. R. (2011). When choice does not equal freedom: A sociocultural analysis of agency in working-class American contexts. Social Psychological and Personality Science, 2, 3341. doi:10.1177/1948550610378757Google Scholar
Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S., & Covarrubias, R. (2012). Unseen disadvantage: How American universities’ focus on independence undermines the academic performance of first-generation college students. Journal of Personality and Social Psychology, 102, 11781197. doi:10.1037/a0027143Google Scholar
Storage, D., Horne, Z., Cimpian, A., & Leslie, S-J. (2016). The frequency of brilliant and genius in teaching evaluations predicts the representation of women and African Americans across fields. PloS One, 11, e0150194. doi:10.1371/journal. pone.0150194Google Scholar
Stout, J. G., & Dasgupta, N. (2013). Mastering one’s destiny: Mastery goals promote challenge and success despite social identity threat. Personality & Social Psychology Bulletin, 39, 748762. doi:10.1177/0146167213481067Google Scholar
Stout, J. G., Dasgupta, N., Hunsinger, M., & McManus, M. A. (2011). STEMing the tide: Using ingroup experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM). Journal of Personality and Social Psychology, 100, 255270. doi:10.1037/a0021385Google Scholar
Taylor, C. A., Lord, C. G., McIntyre, R. B., & Paulson, R. M. (2011). The Hillary Clinton effect: When the same role model inspires or fails to inspire improved performance under stereotype threat. Group Processes & Intergroup Relations, 14, 447459. doi:10.1177/1368430210382680Google Scholar
Trueman, M., & Hartley, J. (1996). A comparison between the time-management skills and academic performance of mature and traditional-entry university students. Higher Education, 32, 199215. doi:10.1007/BF00138396Google Scholar
Walker, L., Matthew, B., & Black, F. (2004). Widening access and student non-completion: An inevitable link? Evaluating the effects of the top-up programme on student completion. International Journal of Lifelong Education, 23, 4359. doi:10.1080/0260137032000172051Google Scholar
Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92, 8296. doi:10.1037/0022-3514.92.1.82Google Scholar
Walton, G. M., (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331, 14471451. doi:10.1126/science.1198364Google Scholar
Woodcock, A., Hernandez, P. R., Estrada, M., & Schultz, P. W. (2012). The consequences of chronic stereotype threat: Domain disidentification and abandonment. Journal of Personality and Social Psychology, 103, 635646. doi:10.1037/a0029120Google Scholar
Wout, D., Danso, H., Jackson, J., & Spencer, S. (2008). The many faces of stereotype threat: Group- and self-threat. Journal of Experimental Social Psychology, 44, 792799. doi:10.1016/j.jesp.2007.07.005Google Scholar
Yeager, D. S., Walton, G. M., Brady, S. T., Akcinar, E. N., Paunesku, D., Keane, L., et al. (2016). Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences, 113, E3341-E3348. doi: 10.1073/pnas.1524360113Google Scholar
Young, D. M., Rudman, L. A., Buettner, H. M., & McLean, M. C. (2013). The influence of female role models on women’s implicit science cognitions. Psychology of Women Quarterly, 37, 283292. doi:10.1177/0361684313482109Google Scholar
Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research in Higher Education, 46, 677706. doi:10.1007/slll62-004-4139-zGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×