Research ArticlePSYCHOLOGICAL SCIENCE

A customized belonging intervention improves retention of socially disadvantaged students at a broad-access university

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Science Advances  15 Jul 2020:
Vol. 6, no. 29, eaba4677
DOI: 10.1126/sciadv.aba4677
  • Fig. 1 Percentage of students who maintained continuous enrollment over 2 years after intervention by term, student group, and condition.

    Note: Percentages are unadjusted for baseline covariates. Sample size by group and condition: socially advantaged students, control condition (N = 243); socially advantaged students, treatment condition (N = 226); socially disadvantaged students, control condition (N = 299); socially disadvantaged students, treatment condition (N = 295).

  • Fig. 2 The effect of the social-belonging treatment on continuous enrollment among socially disadvantaged students through the third year of college is mediated by increased feelings of social and academic fit reported at the end of the second year.

    Note: Sample size from follow-up survey administered end of the second year: socially disadvantaged students, control condition (N = 83); socially disadvantaged students, intervention condition (N = 80). *P < 0.05.

  • Table 1 Percentage of first-year students who maintained continuous enrollment through the end of the sophomore year by cohort, student group, and condition.

    Continuous
    enrollment: End of
    second year
    Socially
    advantaged
    students
    Socially
    disadvantaged
    students
    Prior cohort (no
    intervention;
    N = 1984)
    81%82%
    Randomized cohort,
    control condition
    (N = 542)
    78%77%
    Randomized cohort,
    treatment condition
    (N = 521)
    81%88%***
    Subsequent cohort (no
    intervention;
    N = 2110)
    79%76%

    ***P < 0.001, statistically different from untreated socially disadvantaged students in the randomized control condition as well as those in the two campus-wide no-treatment cohorts.

    Supplementary Materials

    • Supplementary Materials

      A customized belonging intervention improves retention of socially disadvantaged students at a broad-access university

      Mary C. Murphy, Maithreyi Gopalan, Evelyn R. Carter, Katherine T. U. Emerson, Bette L. Bottoms, Gregory M. Walton

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      • Tables S1 to S32

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