Context Matters: How an Ecological-Belonging Intervention Can Reduce Inequities in STEM

Abstract Doubts about belonging in the classroom are often shouldered disproportionately by students from historically marginalized groups, which can lead to underperformance. Ecological-belonging interventions use a classroom-based activity to instill norms that adversity is normal, temporary, and...

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Veröffentlicht in:	Bioscience 2022-04, Vol.72 (4), p.387-396
Hauptverfasser:	Hammarlund, Sarah P, Scott, Cheryl, Binning, Kevin R, Cotner, Sehoya
Format:	Artikel
Sprache:	eng
Schlagworte:	Classrooms Ecological effects Ethnicity Intelligence Intervention Norms Organic Chemistry Students Teachers
Online-Zugang:	Volltext
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