TY  - JOUR
PY  - 2015//
TI  - A difference-education intervention equips first-generation college students to thrive in the face of stressful college situations
JO  - Psychological science
A1  - Stephens, Nicole M.
A1  - Townsend, Sarah S. M.
A1  - Hamedani, MarYam G.
A1  - Destin, Mesmin
A1  - Manzo, Vida
SP  - 1556
EP  - 1566
VL  - 26
IS  - 10
N2  - A growing social psychological literature reveals that brief interventions can benefit disadvantaged students. We tested a key component of the theoretical assumption that interventions exert long-term effects because they initiate recursive processes. Focusing on how interventions alter students' responses to specific situations over time, we conducted a follow-up lab study with students who had participated in a difference-education intervention 2 years earlier. In the intervention, students learned how their social-class backgrounds mattered in college. The follow-up study assessed participants' behavioral and hormonal responses to stressful college situations. We found that difference-education participants discussed their backgrounds in a speech more frequently than control participants did, an indication that they retained the understanding of how their backgrounds mattered. Moreover, among first-generation students (i.e., students whose parents did not have 4-year degrees), those in the difference-education condition showed greater physiological thriving (i.e., anabolic-balance reactivity) than those in the control condition, which suggests that they experienced their working-class backgrounds as a strength.<p />  <p>Language: en</p>
LA  - en
SN  - 0956-7976
UR  - http://dx.doi.org/10.1177/0956797615593501
ID  - ref1
ER  -