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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 0000-0002-7241-8196), Leslie J. Remache (ORCID 0000-0002-8426-6847), Gerardo Ramirez (ORCID 0000-0003-1244-6598), Rebecca Covarrubias (ORCID 0000-0002-9943-8496), Ji Y. Son (ORCID 0000-0002-4258-4791)
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
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  Data: Wise Interventions at Minority-Serving Institutions: Why Cultural Capital Matters
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  Data: <searchLink fieldCode="AR" term="%22Matthew+C%2E+Jackson%22">Matthew C. Jackson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7241-8196">0000-0002-7241-8196</externalLink>)<br /><searchLink fieldCode="AR" term="%22Leslie+J%2E+Remache%22">Leslie J. Remache</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8426-6847">0000-0002-8426-6847</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gerardo+Ramirez%22">Gerardo Ramirez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1244-6598">0000-0003-1244-6598</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rebecca+Covarrubias%22">Rebecca Covarrubias</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9943-8496">0000-0002-9943-8496</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ji+Y%2E+Son%22">Ji Y. Son</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4258-4791">0000-0002-4258-4791</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Diversity+in+Higher+Education%22"><i>Journal of Diversity in Higher Education</i></searchLink>. 2025 18(1):S482-S492.
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  Data: 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
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  Data: 11
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Serving+Institutions%22">Minority Serving Institutions</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Capital%22">Cultural Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Personnel+Services%22">Student Personnel Services</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Information%22">Access to Information</searchLink><br /><searchLink fieldCode="DE" term="%22School+Holding+Power%22">School Holding Power</searchLink><br /><searchLink fieldCode="DE" term="%22Dropout+Prevention%22">Dropout Prevention</searchLink><br /><searchLink fieldCode="DE" term="%22Dropout+Rate%22">Dropout Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Dissemination%22">Information Dissemination</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Resources%22">Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink>
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  Data: 10.1037/dhe0000570
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  Data: 1938-8926<br />1938-8934
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  Data: 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.
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  Data: As Provided
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  Data: 2026
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  Data: EJ1506222
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        Value: 10.1037/dhe0000570
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: S482
    Subjects:
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Minority Serving Institutions
        Type: general
      – SubjectFull: Cultural Capital
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      – SubjectFull: Psychological Patterns
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      – SubjectFull: College Students
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      – SubjectFull: Minority Group Students
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      – SubjectFull: Access to Information
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      – SubjectFull: School Holding Power
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      – SubjectFull: Dropout Prevention
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      – SubjectFull: Dropout Rate
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Student Experience
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      – SubjectFull: Information Dissemination
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      – SubjectFull: Educational Resources
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      – SubjectFull: Grade Point Average
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      – TitleFull: Wise Interventions at Minority-Serving Institutions: Why Cultural Capital Matters
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              Y: 2025
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