Would you like to create a program at your university modeled after our difference-education intervention? Please see our op-ed here which offers some general guidelines!
Materials from difference-education intervention:
Stephens, N.M., Hamedani, M. H., & Destin, M. (2014). Closing the social-class achievement gap: A difference-education intervention improves first-generation students' academic performance and all students' college transition. Psychological Science, 25(4), 943-953.
Materials from cultural mismatch article:
Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C., & Covarrubias, R. (2012). Unseen disadvantage: How American universities’ focus on independence undermines the academic performance of first-generation college students. Journal of Personality and Social Psychology, 102, 1178-1197.
Stephens, N.M., Hamedani, M. H., & Destin, M. (2014). Closing the social-class achievement gap: A difference-education intervention improves first-generation students' academic performance and all students' college transition. Psychological Science, 25(4), 943-953.
- Supplementary Materials
- Session Transcripts: Difference-education Intervention and Standard Intervention
- First-Gen Ascend: A panel discussion that boosts first-generation students' grades. Stanford SPARQ Toolkit.
Materials from cultural mismatch article:
Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C., & Covarrubias, R. (2012). Unseen disadvantage: How American universities’ focus on independence undermines the academic performance of first-generation college students. Journal of Personality and Social Psychology, 102, 1178-1197.