Where and with whom does a brief social-belonging intervention promote progress in college?

A promising way to mitigate inequality is by addressing students' worries about belonging. But where and with whom is this social-belonging intervention effective? Here we report a team-science randomized controlled experiment with 26,911 students at 22 diverse institutions. Results showed that the social-belonging intervention, administered online before college (in under 30 minutes), increased the rate at which students completed the first year as full-time students, especially among students in groups that had historically progressed at lower rates.

Gender representation and academic achievement among STEM-interested students in college STEM courses.

Substantial gender equity gaps in postsecondary degree completion persist within many science, technology, engineering, and mathematics (STEM) disciplines, and these disparities have not narrowed during the 21st century. Various explanations of this phenomenon have been offered; one possibility that has received limited attention is that the sparse representation of women itself has adverse effects on the academic achievement-and ultimately the persistence and graduation-of women who take STEM courses. This study explored the relationship between two forms of gender representation (i.

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

Broad-access institutions play a democratizing role in American society, opening doors to many who might not otherwise pursue college. Yet these institutions struggle with persistence and completion. Do feelings of nonbelonging play a role, particularly for students from groups historically disadvantaged in higher education? Is belonging relevant to students' persistence-even when they form the numerical majority, as at many broad-access institutions? We evaluated a randomized intervention aimed at bolstering first-year students' sense of belonging at a broad-access university ( = 1,063).

Cultures of Genius at Work: Organizational Mindsets Predict Cultural Norms, Trust, and Commitment.

Three studies examine how organizational mindsetwhether a company is perceived to view talent as fixed or malleable-functions as a core belief that predicts organizational culture and employees' trust and commitment. In Study 1, company mission statements were coded for mindset language and paired with Glassdoor culture data. Workers perceived a more negative culture at fixed (vs.

A company I can trust? Organizational lay theories moderate stereotype threat for women.

Women remain under-represented in the leadership of corporate America. According to stereotype threat theory, this under-representation may persist because women are concerned about being stereotyped in business settings. Three studies investigated whether an entity (fixed), compared with an incremental (malleable), organizational lay theory is threatening for women evaluating a consulting company.

Identity threat at work: how social identity threat and situational cues contribute to racial and ethnic disparities in the workplace.

Significant disparities remain between racial and ethnic minorities' and Whites' experiences of American workplaces. Traditional prejudice and discrimination approaches explain these gaps in hiring, promotion, satisfaction, and well-being by pointing to the prejudice of people within organizations such as peers, managers, and executives. Grounded in social identity threat theory, this theoretical review instead argues that particular situational cues-often communicated by well-meaning, largely unprejudiced employees and managers-signal to stigmatized groups whether their identity is threatened and devalued or respected and affirmed.