A scalable goal-setting intervention closes both the gender and ethnic minority achievement gap

Michaéla C Schippers,Ad W A Scheepers,Jordan B Peterson

doi:10.1057/palcomms.2015.14

Michaéla C Schippers, Ad W A Scheepers + Show 1 more

Open Access

https://doi.org/10.1057/palcomms.2015.14

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Abstract

AbstractThe gender and ethnicity gap in academic achievement constitutes one of today’s key social problems. The current study, therefore, assessed the effects of a brief, evidence-based online intervention aimed at enhancing goal-directed conceptualization and action among first year college students (N=703) at a large European business school. The academic performance of these students was contrasted with that of three pre-intervention control cohorts (N=896, 825 and 720), with particular attention paid to the role of gender and ethnicity. The intervention boosted academic achievement and increased retention rates, particularly for ethnic minority and male students (who had underperformed in previous years). The gap in performance between men and women, and for ethnic minorities versus nationals, became considerably smaller within the intervention cohort. After Year 1, the gender gap closed by 98%, and the ethnicity gap by 38% (rising to 93% after the second year). All groups in the intervention cohort performed significantly better than control cohorts, but the effect was particularly large for males and ethnic minorities. The increase in performance was largest for ethnic minority males: they earned 44% more credits, and their retention rate increased 54%. Overall, the results indicate that a comprehensive goal-setting intervention implemented early in students’ academic careers can significantly and substantially reduce gender and ethnic minority inequalities in achievement.

Highlights

The inequality in performance and life outcomes between groups who differ in gender, ethnicity and socioeconomic status (SES) constitutes one of the most pernicious current social problems
This study indicated that goal setting can work effectively and efficiently to enhance academic performance, and suggested that it might be effective among struggling students
We analysed the progress of students using two primary dependent variables: number of European Credit Transfer and Accumulation System (ECTS) credits earned and retention rate

Summary

Introduction

The inequality in performance and life outcomes between groups who differ in gender, ethnicity and socioeconomic status (SES) constitutes one of the most pernicious current social problems. Males are underrepresented in post-secondary institutions, a phenomenon that began to emerge in the 1980s, but complete their education at a lower rate and obtain lower grades (Buchmann and DiPrete, 2008; Conger and Long, 2010). Students from poorer families obtain worse grades and lower standardized test scores, miss more school, drop out of high school more frequently, and are less likely to attend and/or graduate from post-secondary institutions, the effects are dependent on timing, depth and duration of poverty, as well as provision of learning experiences at home (Brooks-Gunn et al, 2005). The relationship between such factors and the gender gap remains unclear and, overall, the causes of both gaps are poorly understood (cf. Buchmann and DiPrete, 2008)

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