Closing Gaps with A Utility-Value Intervention: Disentangling Race and Social Class
This paper looks at the problematic trend of students that come from underrepresented minorities (URM) or are a first-generation college student (FG) who tend to give up on courses of science, technology, engineering, or math (STEM). It then goes on to explain not only the factors that lead to a lack of motivation in succeeding in these classes but potential interventions that could mitigate these problems, leading to success. The research study discussed in this article looks at how these interventions are used in a biology course with students of various backgrounds (minority, majority, first-generation or not, and combinations of both racial and social backgrounds) to see what the results are (in the form of class grades) from using the interventions to address lack of motivation.
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