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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
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
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  Data: Affirming Both Independent and Interdependent Values Improves Achievement for All Students and Mitigates Cultural Mismatch for First-Generation College Students
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  Data: 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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      – SubjectFull: Values
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      – SubjectFull: Self Concept
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