Where and with whom does a brief social-belonging intervention promote progress in college?

Gregory M. Walton, Mary C. Murphy, Christine Logel, David S. Yeager, J. Parker Goyer, Shannon T. Brady, Katherine T.U. Emerson, David Paunesku, Omid Fotuhi, Alison Blodorn, Kathryn L. Boucher, Evelyn R. Carter, Maithreyi Gopalan, Amy Henderson, Kathryn M. Kroeper, Lisel Alice Murdock-Perriera, Stephanie L. Reeves, Tsotso T. Ablorh, Shahana Ansari, Susie ChenPeter Fisher, Manuel Galvan, Madison Kawakami Gilbertson, Chris S. Hulleman, Joel M. Le Forestier, Christopher Lok, Katie Mathias, Gregg A. Muragishi, Melanie Netter, Elise Ozier, Eric N. Smith, Dustin B. Thoman, Heidi E. Williams, Matthew O. Wilmot, Cassie Hartzog, X. Alice Li, Natasha Krol

Research output: Contribution to journalArticlepeer-review

19 Scopus citations


A promising way to mitigate inequality is by addressing students’ worries about belonging. But where and with whom is this social-belonging intervention effective? Here we report a team-science randomized controlled experiment with 26,911 students at 22 diverse institutions. Results showed that the social-belonging intervention, administered online before college (in under 30 minutes), increased the rate at which students completed the first year as full-time students, especially among students in groups that had historically progressed at lower rates. The college context also mattered: The intervention was effective only when students’ groups were afforded opportunities to belong. This study develops methods for understanding how student identities and contexts interact with interventions. It also shows that a low-cost, scalable intervention generalizes its effects to 749 4-year institutions in the United States.

Original languageEnglish (US)
Pages (from-to)499-505
Number of pages7
Issue number6644
StatePublished - May 5 2023

All Science Journal Classification (ASJC) codes

  • General

Cite this