Wise Interventions at Minority-Serving Institutions: Why Cultural Capital Matters
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| Title: | Wise Interventions at Minority-Serving Institutions: Why Cultural Capital Matters |
|---|---|
| Language: | English |
| Authors: | Matthew C. Jackson (ORCID |
| Source: | Journal of Diversity in Higher Education. 2025 18(1):S482-S492. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Intervention, Minority Serving Institutions, Cultural Capital, Psychological Patterns, College Students, Minority Group Students, Student Personnel Services, Access to Information, School Holding Power, Dropout Prevention, Dropout Rate, Academic Achievement, Student Experience, Information Dissemination, Educational Resources, Grade Point Average |
| DOI: | 10.1037/dhe0000570 |
| ISSN: | 1938-8926 1938-8934 |
| Abstract: | Wise interventions addressing the diverse psychological experiences of minoritized students are seen as data-driven and cost-effective solutions to persistent disparities in higher education. Such interventions have primarily been developed at highly selective and well-resourced universities; thus, there is a need to evaluate generalizability to other types of institutions. The current experiment tests the long-term effectiveness of a wise intervention tailored to serve students attending an open-access minority-serving institution. Specifically, we leveraged varied forms of wise intervention messages, including how to use campus resources, student stories that contextualized the use of resources, and interdependent messages eliciting a cultural match. For students (N = 1,335), exposure to information about how and why to use campus resources halved dropout rates and improved grades, even without any additional wise intervention messaging (i.e., student stories and interdependence). This supports considering interventions that facilitate navigating campus resources among institutions serving larger numbers of minoritized students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506222 |
| Database: | ERIC |
| Abstract: | Wise interventions addressing the diverse psychological experiences of minoritized students are seen as data-driven and cost-effective solutions to persistent disparities in higher education. Such interventions have primarily been developed at highly selective and well-resourced universities; thus, there is a need to evaluate generalizability to other types of institutions. The current experiment tests the long-term effectiveness of a wise intervention tailored to serve students attending an open-access minority-serving institution. Specifically, we leveraged varied forms of wise intervention messages, including how to use campus resources, student stories that contextualized the use of resources, and interdependent messages eliciting a cultural match. For students (N = 1,335), exposure to information about how and why to use campus resources halved dropout rates and improved grades, even without any additional wise intervention messaging (i.e., student stories and interdependence). This supports considering interventions that facilitate navigating campus resources among institutions serving larger numbers of minoritized students. |
|---|---|
| ISSN: | 1938-8926 1938-8934 |
| DOI: | 10.1037/dhe0000570 |
