Social-Psychological Interven4ons to Support Student Success · Support Student Success Mary C. Murphy Indiana University, Department of Psychological and Brain Sciences ... Endorsing

Social-PsychologicalInterven4onstoSupportStudentSuccess

MaryC.MurphyIndianaUniversity,DepartmentofPsychologicalandBrainSciencesFellowinResidence,CenterforAdvancedStudyintheBehavioral

SciencesatStanfordUniversityCo-PI,CollegeTransi4onCollabora4ve(CTC)

Perts.net/ctc

Whydosomanyqualifiedandmo4vatedstudentsfailtopersistin

college?

“Solu4oni4s”Doingsomething—anything—toandforstudents

Long-termmentoring

Studentcohorts

Real-4medatasystems

Accountability“Gamificia4on”ofcoursematerial

Financialincen4ves StudySkills

Helpchoosingmajor

Naviga4ngthecollegecampus

Careerplanning

Improvedorienta4on

Counseling

Ensuringplacedintoappropriatecourses

Students’ experiences of psychological friction in the transition to college can reduce the likelihood that students remain enrolled and perform at the level at which they are capable

Kamins & Dweck, 1999; Mahonney & Cairns, 1997; Steele, 1997; Stephens et al., 2012; Walton & Cohen, 2007; Walton & Cohen, 2011

Social psychological factors play an under-recognized role in college

persistence and achievement

Examplesofpsychologicalfric4oninthetransi4ontocollege

•  Beingnumericallyunderrepresented

•  Experiencingstereotypethreat•  Feelingthatonedoesn’tbelonging

(academically,culturally,socially)

•  Experiencingexclusion•  Endorsingfixedmindsetbeliefsaboutone’sability

•  Perceivingothers’fixedmindsetbeliefsaboutability

•  Interpre4ngcri4calfeedback

WhenIfirstarrivedatschoolasafirst-genera4oncollegestudent,Ididn’tknowanyoneoncampusexceptmybrother.Ididn’tknowhowtopicktherightclassesorfindtherightbuildings.Ididn’tevenbringtherightsizesheetsformydormroombed.Ididn’trealizethosebedsweresolong.SoIwasaliCleoverwhelmedandaliCleisolated.

-MichelleRobinson(1985)

ADeleteriousInterpreta4onofSocialAdversity

Everyoneisgoingoutwithoutme,andtheydidn’tconsidermewhenmakingtheirplans.At4meslikethisIfeellikeIdon’tbelonghereandthatI’malienated.

-Blackfemale,controlcondi4on

BelongingUncertainty(Walton&Cohen,2007)

•  Peoplemaycommonlyques4ontheirbelonginginnewsocialandacademicseangs–  Especiallywhentheyaretargetedbys4gmaandnega4vestereotypes

•  Thisuncertaintyambiguatesthemeaningofnega4vesocialevents

BelongingUncertaintyPredictsPersistence

•  Masseyetal.(2002)TheSourceoftheRiver–  HSprepara4on(SAT,GPA)– Worriesthatyouwillbetreatedasthoughyouarenotsmartenoughordonotbelong

–  Not:Peerpressure,friends,financialconcerns.•  Yeager,Duckworth,etal>3,000urbanHSstudents

–  HSprepara4on(SAT,GPA)– Worriesaboutbelonging–  Not:grit,self-control,IQ,big5,goals,mo4va4on

•  CarnegieFounda4ondevelopmentalmathpathway– Worriesaboutbelonging–  Not:#hoursworking,#dependents,interest,goals,etc.

SocialPsychology’sTheore4calContribu4on:

Uncertain4esaboutbelongingandintellectualpoten4alaffecthowstudentsinterpretandrespondtoeverydayadversi4esduringthetransi4ontocollege,resul4nginlowermo4va4onandpersistence.

Bronfenbrenner,1977;Elder,1998;Crosnoe,2011;Benner,2011;Juvonen&Graham,2014;Cohen&Sherman,2014;Olson&Dweck,2008;Wilson&Linville,1982;Walton&Cohen,2007;Yeager&Walton,2011

Time (During the First Semester or Year of College)

Difficulty with course

selection or financial aid

Professor makes you feel "dumb"

Difficulty making friends

Low grades on exams

Placement in remediation

Outcomes

Poorer performance

Disidentification

Lower social and human capital

Con

fiden

ce in

Abi

lity

First day of class First month Mid-terms End of term/year

Worry about belonging and

potential


potential


potential

Awareness of under-

representation / stereotypes /

stigma


potential


potential

SocialPsychologicalApproachtoCollegeSuccess






Low grades on exams


Outcomes

Poorer performance

Disidentification


Con

fiden

ce in

Abi

lity



potential


potential


potential

Awareness of under-


stigma


potential


potential

Improvingfaculty

interac4ons

Anribu4onsforbureaucra4c

hassles

Improvedproba4onleners

Pre-matricula4oninterven4on


Opportuni4estoImproveConcernsAboutBelongingandAbility

1.  Pre-matricula4onmindsetinterven4ons2.  Collegebureaucracies3.  Interac4onswithfaculty4.  Proba4on



•  Treatment:First-yearstudentslearnthatdoubtsaboutbelongingincollegeare:– commonatfirstandshort-lived

•  Presentedwith:– Surveysummarysta4s4cs– Representa4vequota4onsanributedtoethnicallydiversejuniorsandseniors

Freshmanyear,eventhoughImetlargenumbersofpeople,Ididn’thaveasmallgroupofclosefriends...Ihadtoremindmyselfthatmakingclosefriendstakes4me.Sincethen...Ihavemetpeople,someofwhomarenowjustascloseasmyfriendsinhighschoolwere.

-Junior,Asian-Americanmale

SocialBelongingInterven4on

Walton&Cohen(2011)

“Saying-Is-Believing”

–  Writeanessayabouthowthisprocessistrueofthem;delivertheessayasaspeechtoavideocameratohelpfuturestudents•  Stealthy:Studentstaketheroleofbenefactors,not

beneficiaries•  Connectsinterven4onmessagetostudents’own

experience•  Letsstudentsadvocateforthatmessagetoanimportant

audience

Walton&Cohen(2011)

College Grade Point Average by Year (Cohorts 1 and 2 Raw Means)

Interven4on

Walton&Cohen(2011,Science)

Linear Trend, ns

Interven4on


Linear Trend, p = .001

Linear Trend, ns


Interven4on


1-hourinterven4onfreshmanyear

• ReducedtheBlack/Whiteachievementgapthroughsenioryearby52%• Improvedhealthandwell-being• Atage30,higherwages


Why Did It Work?

•  Freedstudentsfrompsychologicalworriestobuildtherela4onshipstheyneedtosucceedincollege

–  Lesslikelytovieweverydaynega4veeventsasproofofalackofbelonging

•  Morelikelytoengageinproduc4veschoolbehaviors

–  Tomakenewfriends

–  Tofindamentor

–  Toliveoncampus

–  Tojoinanextracurriculargroup

How does it work? (a model; conclusions from multiple studies)

Studentexperiencesachallengeorsetback(e.g.,cri4calfeedback,

feelingsofloneliness)

Behavioralresponse

“I/peoplelikemedon’tbelongincollege”

Psychologicalinterpreta4on

Academicoutcome

“Thisisthekindofthingeveryonegoesthroughinthe

transi4ontocollege”

Sustainedengagementinthesocialandacademic

environment

Withdrawalfromthesocialandacademicenvironment

Worseachievementandpersistence

Benerachievementandpersistence

Withthesocial-belonginginterven4on

Membershipinadisadvantagedgroupinhighereduca4on(e.g.,

ethnicminority,first-gen.)

Changed A Deleterious Interpretation of Adversity

Everyoneisgoingoutwithoutme,andtheydidn’tconsidermewhenmakingtheirplans.At4meslikethisIfeellikeIdon’tbelonghereandthatI’malienated.

-Blackfemale,controlcondi4on

Statistical mediation: !Thischangeinsocialconstrualsta4s4callymediatedthe3-yeargaininacademicperformance.

They’reMagic*

•  #1–They’remagic…tricks.– Theseeffectscan’tbereal

•  #2–They’remagic…bullets.– Scaleeverywhereimmediatelywithoutcustomiza4on

*They’renotmagic(Yeager&Walton,2011)

CollegeTransi4onCollabora4ve(CTC)23schoolRCT

Itera4vedesignprocess(2014-2015)– PIsandresearchteamsvisited23partnerschools– CTCGapFindertool:historicaldataanalysissuggestswhichgroupsmightbenefitmostfromtheinterven4on– Surveysandfocusgroupsateachpartnerschool– User-centereditera4vedesignprocess:• Presentedstandardinterven4onmaterialstostudents,incorporatedfeedback• Presentedrevisedmaterialstodifferentstudents;incorporatedfeedback• Reviewedmaterialsfromeachschoolandincorporatedfeedback

• Launchedtheinterven4onatour23partnerschools(Summer2015;Pre-orienta4onchecklists;en4reincomingclasses)

Full-Scale Prematriculation Trials PastPartners CTCPartners:2014-2018 CTCPartners:2015-2018

CharterSchoolNetworks(KIPP,Mastery,YesPrep) Bowling Green University

California State University, Dominguez Hills

MichiganStateUniversity California State University, Northridge California State University, San Bernardino

StanfordUniversity Cornell UniversityGLCA (Albion, Antioch, Denison, Earlham, Kalamazoo, and Ohio Wesleyan)

UniversityofIllinois,Chicago Dartmouth College University of Oregon

UniversityofTexasatAus4n GLCA (Allegheny, DePauw, Hope, Wabash, Wooster) University of Pittsburgh

Indiana State University

Indiana University

Lewis & Clark College

Southern Oregon University

University of California, Santa Cruz

University of Central Arkansas

University of Waterloo

Yale University

CTC Participation: Summer 2015! 18,805 students (44% of entering students) 4,819 First-gen 1,397 African American 2,636 Latino 305 Native



Bureaucratic Hassles

– Difficul4esassociatedwithstructuresorproceduresofanins4tu4on

– Unrelatedtogroupmembershipandfrustra4ngforeveryone

•  Mayholdiden4tythreateningmeaningforunderrepresentedandfirst-genstudents

Stephanie Reeves, David Yeager, and Mary Murphy (in prep)

Bureaucratic Hassles Web form Manipulation

Manipula4oncheck:p<.001

“ThisFormWasFrustra4ng”

1.36

4.32

1

2

3

4

5

6

Non-frustra4ng Frustra4ng

Thisweb

form

wasfrustra4

ng

1=stronglydisa

gree,6=stronglyagree p=<.001,d=1.6

Reevesetal.(inprep)

Nodifferencesbetweenfirst-genandcon4nuing-genstudents

4

4.5

5

5.5

6

6.5

Continuing Generation Students First-generation Students

Sen

se o

f Bel

ongi

ng

1 =

Stro

ngly

dis

agre

e - 7

= S

trong

ly a

gree

Non-frustrating Frustrating

Results:SenseofBelonginginCollege(E.g.“IfeellikeIbelongatmycollege”)

p=.001

Interac4on:p=0.02

Study 2: First-Gen Students Course Selection Manipulation

Foundations of Math (Mth 246)

Statistics (Mth 275)

Statistics (Mth 275)

Finite Math (Mth 321)

Business Calculus (Mth 333)

College Algebra (Mth 226)

Foundations of Math (Mth 246)

Calculus (Mth 325)

Pre-calculus (Mth 302)

Math for Educators I

(Mth 289)

Math for Educators II

(Mth 352)

Basic Algebra 2 (Mth 132)

Basic Mathematics

(Mth 009)

Pre-Algebra (Mth 011)

Basic Algebra 1 (Mth 130)

Social!Science!Majors!

Business!Majors!

Natural!Science!!Majors!

Liberal!Arts!or!General!Studies!!

Majors!!

Elementary!!Educa;on!!Majors!

College-Level Math Courses

Developmental Math Courses Initial developmental math course is determined by a placement test.

Mathematics Requirements!

Mth 275!Mth 246!

Mth 302!Mth 275! Mth 321!

Mth 246!

Mth 352!

Mth 333!

Mth 226! Mth 289!

Mth 325!

Mth 130!

Mth 124!

Mth 199* **!Mth 122!

Mth 011!

Mth!009!

Mth 132!Mth 059**!

Mth 057**!

Mth 199* **!

Developmental Math Courses!

College-Level Math Courses!

Mathematics Requirements!

!!

! ! !!Social science majors!

Business majors!Liberal arts or general studies majors!

Natural science majors!

Elementary education !majors!

* Requires instructor approval !

* * Must be taken concurrently!

Key! !Mth 009 - Basic Mathematics !Mth 011 - Pre-Algebra!Mth 122 - Elementary Algebra 1 !Mth 057 - Elementary Algebra 1 Workshop!Mth 130 - Basic Algebra 1!Mth 199 - Basic Algebra 1 and 2 (Combined)!Mth 124 - Elementary Algebra 2 !Mth 059 - Elementary Algebra 2 Workshop!Mth 132 - Basic Algebra 2!Mth 226 - College Algebra !Mth 246 - Foundations of Math!Mth 275 - Statistics !Mth 302 - Pre-calculus!Mth 325 - Calculus!Mth 289 - Math for Educators I!Mth 352 - Math for Educators II!Mth 321 - Finite Math!Mth 333 - Business Calculus! ! ! ! ! ! ! !

Wed. morning registration

MWF morning registration

TR afternoon or MWF morning Registration

WF morning registration

TR morning Registration

Sat. Registration

Initial developmental math course is determined by a placement test.

!

Simple Complicated

Manipula4onCheck:p<.001

4

4.5

5

5.5

6

6.5

First-generation Students

Sen

se o

f Bel

ongi

ng

1 =

Stro

ngly

dis

agre

e - 7

= S

trong

ly a

gree

Simple Complicated

p=0.02

Results:SenseofBelonginginCollege(E.g.“IfeellikeIbelongatmycollege”)

0

10

20

30

40

50

60

70

80

90

100

Low belonging uncertainty (- 1 SD) High belonging uncertainty (+1 SD)

1 ye

ar re

tent

ion

rate

(%)

Low bureaucratic hassle (-1 SD) High bureaucratic hassle (+1SD)

Study3:Reten4on,1YearPost-Measurement

Interaction: p = 0.02

p = .02


1.  Pre-matricula4onmindsetinterven4ons2.  Collegebureaucracies3.  Interac4onswithfaculty(facultymindsets)4.  Proba4on

Mindsets

•  Personalbeliefsaboutthemalleabilityofhumancharacteristics(Dweck,1996;Dweck&Leggett,1988)

• FixedMindset:abilitiesarefixed• GrowthMindset:abilitiesaremalleable

•  Perceptionsofprofessors’mindsetsinfluencemen&women’sperformance&experiencesofidentitythreatinSTEM

•  FixedMindset–  STEMabilitiesarefixed–  STEMabilitiescan’tbechanged;eitheryouhavethemoryoudon’t

–  Inference:men>women

•  GrowthMindset–  STEMabilitiesaremalleable–  STEMabilitiescanimprovewitheffortandlearning

–  Inference:men=women

PerceivedProfessors’Mindsets

Perceiving that a STEM teacher endorses a fixed mindset creates a

context of stereotype threat

•  Riskofconfirminganegativestereotypeaboutone’sgroup(Steele&Aronson,1995)

•  Effectsofstereotypethreat:– Womenunderperformrelativetomenon“diagnostic”mathtests(Spencer,Steele,&Quinn,1997)

He thinks women just don’t have it…

Women’sMathPerformance

F(1, 34) = 6.952, p = .013

0

10

20

30

40

50

60

70

FixedAbility MalleableAbility

Per

cent

Cor

rect

TypeofMessageaboutSTEMAbility Fixed mindset Growth mindset

Faculty Mindset

Murphy, Garcia & Zirkel (in prep)

ExposuretothegrowthmindsetsofSTEMfacultybufferswomen’smathperformancerelativetoexposuretoSTEMfacultywhoespousefixedmindsets.

46

DoStudents’PerceptionsofFacultyMindsetsInfluenceStudents’ExperiencesinTheirActualCollegeClassrooms?InstitutionalDifferences?

Experience Sampling in STEM and non-STEM Classrooms

Women&menin3universitycontexts– Alarge,urbanpublicuniversity– ASTEM-focusedpolytechnic– Anall-women’scollege

Murphy,Garcia&Zirkel(inprep)

Hypotheses

Perceiving fixed mindsets among STEM professors: –  Increase women’s experiences of identity

threat in the classroom – May be particularly pronounced at polytechnic

and public universities (vs. all women’s college)

Perceived faculty mindsets on women’s imposter feelings at 3 institutions

0

0.5

1

1.5

2

2.5

Women's College Polytechnic School Public University

Impo

ster

Sca

le (0

-5)

Institution Type

Institution X Perceived Mindset Cross-Level Interaction, B = .31, SE =.10, p = .002

Fixed Mindset Growth Mindset


Perceived faculty mindsets on women’s sense of belonging at 3 institutions

5

10

15

20

Women's College Polytechnic School Public University

Sens

e of

Bel

ongi

ng

(0-2

0 sc

ale)

Instiution Type

Institution X Perceived Mindset Cross-Level Interaction, B = -1.87, SE =.61, p = .002

Fixed Mindset Growth Mindset


TakingclasseswithSTEMfacultywhocommunicateagrowthmindsetbufferswomen’sexperiencesofidentitythreat

Particularlyimportantatco-edinstitutionswherefacultymindsetcaninteractwithgenderstereotypesaboutwomen’sabilitiesinSTEM.



Probation Notification Letter Dear XXXX, We are committed to the academic success of all of our undergraduates. We also recognize that success is not always achieved along a predictable path. Placement on academic Probation is a part of the University's commitment to offer students support for -and guidance through- whatever difficulties they may have experienced. To this end, you must meet as soon as possible, but not later than May 10, 2013 with an Academic Advisor from the Office of Undergraduate Advising and Research (UAR) to discuss your situation and develop a plan that will ensure your continued academic success. A hold has been placed on your registration effective immediately which may be released only after you have met with the UAR Advisor.

Dear XXXX, We are committed to the academic success of each of our undergraduates. We also understand that success is not always achieved in a predictable path. There are many reasons students enter the academic probation process. These reasons can include personal, financial, health, family, or other issues. Our goal is to help you identify the factors that are relevant to you and to help you address them. You should also know that you are not alone in experiencing these difficulties. Many students enter and participate in the probation process each year, and by working with their advisors, many leave the process and continue a successful career at [School]. For descriptions of the experiences of some past students who have gone through this process, please see the attached document, “Students’ Perspectives on the Probation Process.”

Dear [name], After reviewing your academic record, I write to advise you that you have not met the minimum requirements for satisfactory academic progress set forth by the Faculty Senate. As a result, you will be placed on academic Probation effective next term. Let me make very clear that Probation at [School] is a warning, nothing more, and will not appear on your official transcript. Its purpose is to alert you to academic difficulties in time to identify those areas where you may be experiencing problems and determine how best to address them. … Placement on academic Probation is a part of the University's commitment to offer students support for—and guidance through—whatever difficulties they may have experienced. To this end, you must meet as soon as possible, but not later than [date] with an Academic Advisor to discuss your situation…

Survey: Students said... •  I felt like a failure when I got my probation. •  I felt incredibly alone. No one seems to struggle, or at

least not to that degree….I felt like I couldn't tell anyone…

•  Being on probation sucked. I lied so many times….For

some time after getting the letter, I felt that I didn't belong. I had already felt that way coming in, but that letter seemed to confirm that. For a minute I wanted to dropout…

•  Being put on probation was hell.

Survey: Students said...

Survey: Open-ended responses

•  51% mentioned the letter � (of these, 3% said the letter was helpful) �

•  43% explicitly described probation as a threat to belonging �

•  34% mentioned the stigma of probation �

Intervention: Revise the letter

•  Frame probation as process not a label –  Placement on academic Probation… –  The process for academic probation…�

•  Communicate “you’re not the only one”

–  You should also know that you are not alone in experiencing these difficulties.

•  Acknowledge many reasons –  Whatever difficulties –  There are many reasons students enter the academic probation process. These

reasons can include personal, financial, health, family, or other issues.

•  Offer hope for returning to good standing –  By working with their advisors, many [students on probation] leave the process and

continue a successful career at [School].

Did students contact an advisor soon after receiving the letter?

Condition difference: F(1, 53) = 3.50, p =.07

43%

68%

17%

12% 40%

20%

0%

20%

40%

60%

80%

100%

Standard Revised

Did not contact advisor

Emailed/called advisor

Visited advisor in person

A year later: were students off probation?

26%

43%

23%

37%

52%

20%

0%

20%

40%

60%

80%

100%

Standard Revised

More severe status

Stayed on probation

Off probation

Condition difference: F(1, 59) = 3.50, p =.01

A year later: were students still enrolled at the university?

Condition difference: : χ2(1) = 5.23, p = .02

48%

79%

33%

8% 19%

13%

0%

20%

40%

60%

80%

100%

Standard Revised

Dropped out

Suspended

Still enrolled






Low grades on exams


Outcomes

Poorer performance

Disidentification


Con

fiden

ce in

Abi

lity



potential


potential


potential

Awareness of under-


stigma


potential


potential

Improvingfaculty

interac4ons

Anribu4onsforbureaucra4c

hassles

Improvedproba4onleners

Pre-matricula4oninterven4ons


Apartnershipbetweenresearchersandcollegesanduniversi4esdedicatedtohelpingcollegesreducetheacademicunderperformance,dropout,anddiminishedwell-beingcausedbysocialpsychologicalprocessesthroughoutthecollegetransi4on.

CTC researchers develop and rigorously test scalable interventions; engineer novel solutions that enable widespread use; and raise awareness about how institutions can improve student outcomes by adding a social-psychological lens to student success initiatives.

CollegeTransi4onCollabora4ve(CTC)

Partner with the College Transition Collaborative (CTC)

Christine LogelUniversity of Waterloo

Gregory WaltonStanford University

Mary MurphyIndiana University

David YeagerUniversity of Texas at Austin

Principal Investigators

David PauneskuExecutive Director of PERTS, Stanford University

Omid FotuhiCTC Senior Research Manager, Stanford University

Natasha KrolCTC Managing Director, Stanford University

Geoff Cohen, Stanford UniversityCarol Dweck, Stanford UniversityEric Grodsky, University of Wisconsin-MadisonJudy Harackiewicz, University of Wisconsin-

MadisonChristopher Hulleman, University of VirginiaMichal Kurlaender, University of California,

DavisHazel Markus, Stanford UniversityBarbara Schneider, Michigan State UniversitySteven Spencer, University of Waterloo

Research teamKatie Boucher, Indiana UniversityShannon Brady, Stanford UniversityStephanie Reeves, University of Waterloo Maithreyi Gopalan, Indiana UniversityEvelyn Carter, Indiana UniversityLisel Murdock-Perriera, Stanford UniversityAmy Petermann, Research Coordinator, Stanford UniversityTsotso Ablorh, Research Coordinator, Stanford UniversityPeter Fisher, Research Coordinator, Stanford University

Leadership Team Advisors

College Transition Collaborative (CTC) 23 CTC Graduate and Post-Graduate Researchers!

•  ChrisHulleman,ResearchAssociateProfessor,UniversityofVirginia

•  Ka4eBoucher,AssistantProfessor,UniversityofIndianapolis•  ShannonBrady,GraduateStudent,StanfordUniversity•  StephanieReeves,GraduateStudent,UniversityofWaterloo•  MaithreyiGopalan,GraduateStudent,IndianaUniversity•  EvelynCarter,PostdoctoralScholar,PurdueUniversity•  AmyPetermann,ResearchCoordinator,StanfordUniversity•  Dus4nThoman,AssociateProfessor,CaliforniaStateUniversity-LongBeach

•  LiselMurdock-Perriera,GraduateStudent,StanfordUniversity•  EricSmith,GraduateStudent,StanfordUniversity•  CayceHook,GraduateStudent,StanfordUniversity•  Ka4eKroeper,GraduateStudent,IndianaUniversity•  JeffKosovich,GraduateStudent,UniversityofVirginia•  ManhewWilmot,GraduateStudent,UniversityofWaterloo•  EricGomez,ResearchCoordinator,StanfordUniversity•  EliseOzier,GraduateStudent,IndianaUniversity•  MadisonGilbertson,ResearchAssistant,StanfordUniversity•  HeidiWilliams,ResearchAssistant,IndianaUniversity•  GreggMuragishi,GraduateStudent,StanfordUniversity•  ChristopherLok,GraduateStudent,UniversityofWaterloo•  PeterFisher,ResearchCoordinator,StanfordUniversity•  TsotsoAblorh,ResearchCoordinator,StanfordUniversity•  ShahanaAnsari,ResearchAssistant,IndianaUniversity

•  Whatifwehelpedstudentstoentercollegewithlessuncertaintyabouttheirbelongingandpoten4al?

•  Whatifwereducedins4tu4onalsignsthatyoudon’tbelongandcan’tcutit?

•  Whatifwecreatedclassroomenvironmentsthatminimizedthreatstobelongingandpoten4al?

•  Whatwouldourinequali4eslooklike?Howmanyfinancialresourceswouldbesaved?Howmuchhumanpoten4alcouldbeunleashed?

[email protected]

perts.net/ctc

[email protected]

perts.net/ctc

Documents

Social-Psychological Interven4ons to Support Student Success · Support Student Success Mary C. Murphy Indiana University, Department of Psychological and Brain Sciences ... Endorsing