Affirming Both Independent and Interdependent Values Improves Achievement for All Students and Mitigates Cultural Mismatch for First-Generation College Students
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| Title: | Affirming Both Independent and Interdependent Values Improves Achievement for All Students and Mitigates Cultural Mismatch for First-Generation College Students |
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| Language: | English |
| Authors: | Hecht, Cameron A., Priniski, Stacy J., Tibbetts, Yoi, Harackiewicz, Judith M. |
| Source: | Grantee Submission. 2021. |
| Peer Reviewed: | Y |
| Page Count: | 65 |
| Publication Date: | 2021 |
| Sponsoring Agency: | National Institutes of Health (NIH) (DHHS) Institute of Education Sciences (ED) |
| Contract Number: | R01GM102703 R305B090009 R305B150003 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | First Generation College Students, Values, Self Concept, Mathematics Achievement, Social Class, Student School Relationship, Self Efficacy, Generational Differences, Psychological Patterns, Student Experience, Intervention |
| DOI: | 10.1111/josi.12416 |
| Abstract: | Many first-generation college students -- whose parents have not obtained a four-year college degree -- experience a "cultural mismatch" due to a lack of alignment between the independent values of their university (consistent with the culture of higher education) and their own interdependent values (consistent with working-class culture). We documented this mismatch at a four-year university (n = 465), and then tested a values-affirmation intervention in a laboratory study (n = 220) that encouraged students to affirm both independent values and interdependent values. We compared this intervention, which had not previously been tested in a four-year university, to a standard values-affirmation intervention and control. This intervention increased first-generation students' perceptions of cultural match and improved achievement on a math test for all students, on average, by increasing confidence and reducing distraction on the test. Encouraging students to integrate independent and interdependent values may improve first-generation college students' experiences in higher education. [This paper was published in "Journal of Social Issues" v77 n3 p851-887 2021.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2022 |
| Accession Number: | ED618171 |
| Database: | ERIC |
| Abstract: | Many first-generation college students -- whose parents have not obtained a four-year college degree -- experience a "cultural mismatch" due to a lack of alignment between the independent values of their university (consistent with the culture of higher education) and their own interdependent values (consistent with working-class culture). We documented this mismatch at a four-year university (n = 465), and then tested a values-affirmation intervention in a laboratory study (n = 220) that encouraged students to affirm both independent values and interdependent values. We compared this intervention, which had not previously been tested in a four-year university, to a standard values-affirmation intervention and control. This intervention increased first-generation students' perceptions of cultural match and improved achievement on a math test for all students, on average, by increasing confidence and reducing distraction on the test. Encouraging students to integrate independent and interdependent values may improve first-generation college students' experiences in higher education. [This paper was published in "Journal of Social Issues" v77 n3 p851-887 2021.] |
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| DOI: | 10.1111/josi.12416 |
