Closing the college achievement gap: Impacts and processes of a help-seeking intervention

Abstract

Compared to more privileged students, underrepresented college students experience disparities in social capital and social support that contribute to academic achievement gaps. This longitudinal, quasi-experimental study examines how a 4-session, group-based intervention (Connected Scholars) may improve underrepresented student outcomes by increasing help-seeking and network orientation. Participants were 396 public university students, 65% female, 90% racial/ethnic minority, and 42% first-generation college students (FGCS). We examined the effect of Connected Scholars on student-instructor relationships and GPA through the intervention's influence on help-seeking and network orientation. Additionally, we investigated differential impacts of FGCS status. Results indicated changes in help-seeking and network orientation partially accounted for the impact of Connected Scholars on GPA and student-instructor relationships, and positive effects were observed for FGCS. Findings suggest a relatively low-cost intervention can have meaningful impacts on FGCS and help close achievement gaps in the first year of college. Further policy and practice implications are discussed.