Three Ideas for Post-Coronavirus Educational Recovery
There are many ways that schools can proactively address the inevitable and inequitable gaps caused by coronavirus-related school closures.
Forbes / March 30, 2020
Totonchi et al. / Learning and Individual Differences / Sep 13, 2023
Compared to continuing-generation students, first-generation college students face additional barriers to their sense of belonging in STEM disciplines and at selective institutions. The authors examined first-generation (N = 1293) and continuing-generation (N = 2150) students' perceptions of belonging uncertainty, math motivation, and math achievement at eight research and comprehensive universities. Results of the multigroup structural equation analyses suggested that first-generation students who had higher belonging uncertainty reported lower success expectancies and higher perceived costs for math. Less adaptive math motivational beliefs, in turn, predicted lower math achievement for first-generation students. For continuing-generation students, belonging uncertainty was unrelated to math expectancies, value, costs, and achievement. The multigroup analyses revealed significant differences in how expectancies and costs mediated the relationship between belonging uncertainty and math achievement for first-generation versus continuing-generation students. Results have implications for narrowing social class equity gaps in selective institutions and diversifying STEM.
