Midterm 2 - Videos

Question 1

Gordon Moskowitz (social categorization)

What are the questions that drive your work?

Answer 1

• how to mitigate/reduce stereotype prejudice
• why is stereotyping ubiquitous and seemingly so easy for people to slip into (categorization piece)
• given that people do it without realizing it, how do you control it (the control piece)

Question 2

Gordon Moskowitz (social categorization)

Why is controlling stereotypes an important area of research?

Answer 2

• for him, it has always been a topic of importance and driven him in his academic goals, he sees it as THE great social problem that historically has stuck with humanity

Question 3

Gordon Moskowitz (social categorization)

What types of experiences/work crafts chronic egalitarian people?

Answer 3

• they are few and far between (maybe 5% of people fall in this category)
• he likes to focus on the rest of us and what triggers can we set up in our enviro to set up an egalitarian mindset
• it starts off consciously and you have to explicitly set yourself goals and set up your environment with triggers, over time it becomes habitual through practice and becomes chronic egalitarianism

Question 4

Gordon Moskowitz (social categorization)

What explains the disconnect btw ppl that can have high internal motivations to control prejudice but that same distribution doesn’t carry over to egalitarianism?

Answer 4

• it sets a really high bar
• measure it with open-ended response where you ask about hopes for future (someone would have to spontaneously choose to write about eliminating racism)
• on self-report scales about supporting egalitarianism most ppl will rate themselves pretty high (maybe better to use open-ended then? but harder data to work with)
• it is the norm in most people of our class to not be prejudice or racist, and they are beliefs that we adopt as part of our normative society, they aren’t conforming but there’s a difference between saying I believe or value something vs having the commitment –> we all value all kinds of things, some of them are higher in importance, that you’ll have greater strength of commitment to, and measures like internal motivation probably don’t capture that

Question 5

Gordon Moskowitz (social categorization)

Outside the lab, what do you think ppl can do to restructure their environment if they have the goal of wanting to be more egalitarian?

Answer 5

• the goal for his early studies was: can you disrupt automatic categorization/stereotypes that follow? if the answer is no, then you have to change your strategy for stereotype control. if the answer is yes, then you can start to think about what can you do to actually implement?

–> once you understand things more cognitively, then you can answer this question about restructuring

• researchers haven’t looked to answer this question much yet
• big fan of perspective-taking, putting yourself in others shoes, attribution theory (people typically are bad at taking the situation of others into account), makes you less dispositional and stereotypic
• implementation intentions is also easy to apply and very effective in all kinds of settings (linked to cues in your environment, helps you achieve your goals, have very specific goals not abstract)

Question 6

Gordon Moskowitz (social categorization)

Do you think technology (ex an app) can make progress on these types of things?

Answer 6

• pessimistic in the short run, optimistic in the long-term
• there’s a little bit too much about praising/shouting about our lab results/scientific studies to the public

Question 7

Gordon Moskowitz (social categorization)

10-15 years down the road, what areas do you hope we’ve made progress on in this research?

Answer 7

• wants there to be progress in the science being able to solve real-world problems, progress on the applied side
• specific outcome: work in the health domain and financial domain, reduction in disparities in health based on gender and race, our science contributing to interventions that reduce disparities in the workplace so everyone has a fair share of success (can’t happen next year, worries about sensationalism - last question)

–> bias in different domains require different sets of interventions (Ex: health sector vs bias in policing, bias in finance)

Question 8

Nour Kteily (dehumanization)

What are the research Qs that guide your work?

Answer 8

• psychological mechanisms that help uphold and challenge social hierarchies
• how group membership/ideologies change how we see the world, SDO, and how desirable hierarchies are
• how all this shapes how we orient towards other groups!

Question 9

Nour Kteily (dehumanization)

What made you look through the past literature and say we need this project given what’s out there?

Answer 9

• part of social psyc seminar conducted by Wagner
• had to present paper on dehumanization and suffered from overconfidence bias, blanked on presentation
• outside WEIRD contexts, ppl much more open to expressing dehumanization beliefs , made him want to develop measure of blatant dehumanization

Question 10

Nour Kteily (dehumanization)

What are the basic building blocks that you need to see in order to find blatant dehumanization?

Answer 10

• big part to due w status and power differentials
• conflict and/or exploitation, a group or a set of group has been able to exploit or take advantage of other groups

Question 11

Nour Kteily (dehumanization)

To what extent, when ppl hold these views, is it part fo their identity to express them? (links to motivation to control or express prejudice?)

Answer 11

• motivation to express prejudice and blatant dehumanization are associated but also meaningfully distinct
• ppl can have these views but not feel need to express them
• even ppl who openly disavow blatant dehumanization still have mental representations that blatantly dehumanize the other group
• even liberals who at overt level express v little blatant dehumanization express mental models rated by others as very blatantly dehumanizing

Question 12

Nour Kteily (dehumanization)

What do you think is the value of implicit measures that are assessing these more blatant associations?

Answer 12

• having implicit beliefs that someone doesn’t have the capacity to experience joy vs the belief that someone is a savage starts to get very different
• need to look at nature of belief to see differences!

Question 13

Nour Kteily (dehumanization)

What happens when you make ppl aware of their implicitly blatant dehumanizing view?

Answer 13

• don’t rly know extent to which liberal knowledgeable that they have these mental reps
• sometimes explicit claims don’t match implicit
• learning they have this view might motivate liberals to change behaviour
• maybe explicit measures are underrepresentation (eg bc social desirability)
• maybe media exposure to dehumanization shapes mental reps of group and can activate outside awareness

Question 14

Selin Gulgoz (TransYouthProject)

What is one misconception about this area of research that you can clarify right now?

Answer 14

• in the general pop a lot of people worry that trans kids had medical or hormonal interventions
• not true, they’re socially transitioned, meaning children who say to their parents in a persistent and consistent way that they are of a different gender and whose parents support them to change their pronouns, their names, their appearances to align better with what is typically associated with the gender they identify by

Question 15

Selin Gulgoz (TransYouthProject)

What are the recruitment efforts necessary to complete these studies?

Answer 15

• part of a larger longitudinal project (TransYouth Project)
• goal was initially to recruit 3-12 year old trans children across US and Canada
• recruit participants through online and in person support groups for families with trans and gender nonconforming children, word of mouth started happening, a lot of families heard about it and contacted them showing interest in participating
• meet with the family for 1-1.5 hours, where they do testing with the trans child, cisgender siblings in the same age range, and run measures with the parents
• goes to their homes, meet in a public place –> get to learn about their environment

Question 16

Selin Gulgoz (TransYouthProject)

Lack of correlation between time spent transitioning and performance on these gender identity measures - best explanation?

Answer 16

• might indicate that it’s not the act of socially transitioning itself that is driving children’s gendered-type preferences or behaviors, it’s not that all of a sudden after socially transitioning I’m being treated as a girl and present as a girl
• probably rather that these preferences were already there with or without the social transition, and the social transition doesn’t necessarily facilitate the gendered-type preferences
• there are concerns that these early transitions will solidify children’s wavering gender identities, but these findings show that the social transition doesn’t have an effect over the extremity over children’s identity or gender-typed characteristics

Question 17

Selin Gulgoz (TransYouthProject)

Strict eligibility to participate in the study - ex: all family members must be using pronouns opp. of sex assigned at birth - would that introduce some sort of selection effect because there’s probably many kids who aren’t using opp. pronouns, would we see diff. results if we included children with less supportive background?

Answer 17

• biggest limitation of the study - families in the study are highly supportive of the children (with some variation)
• had it because they were interested in working with children who had socially transitioned, and to be able to socially transition you need parental support and guidance as a young child
• we probably would see some differences in how children with unsupportive parents identify or what their gender preferences are, but it’s really difficult to speculate what those differences would look like or how big they would be because of the difficulty in accessing those kids
• it’s a self-selected group

Question 18

Selin Gulgoz (TransYouthProject)

Are there current projects or applications in this line of research that you’re particularly excited about in the years to come?

Answer 18

• it’s a longitudinal study, now we have at least 2 time points for all participants, so now working on longitudinal papers where we can look at stability in their gender identity and how things change, including mental health, to see the effects in the long run
• also looking at how gender non-conforming kids compare to the transgender kids –> finding that the trans kids show more binary identification than gender nonconforming kids (some show identity and preference clearly associated with a gender diff from the sex assigned at birth, but some are also gender neutral in their identity and preferences and might continue to show differences as they grow older)

Question 19

Jeffrey Hunger (weight-based stigma)

Are there aspects of weight stigma that are fundamentally different than other common stigmas like race and gender?

Answer 19

• the 3 most common stigmas are race, gender, and sexual orientation
• weight is still seen as under a person’s control, so they can escape the stigma if they want to by losing weight

Question 20

Jeffrey Hunger (weight-based stigma)

do you think in the next 40 and 50 years the idea that weight is controllable will change to uncontrollable like sexual orientation?

Answer 20

• we’ve seen it with mental health conditions like alcoholism
• but the science for weight loss and health over the last 20-25 years has seen an increase in anti-fat bias
• it’ll take stronger interventions than just letting the information naturally evolve over time

Question 21

Jeffrey Hunger (weight-based stigma)

do you have any idea as to what those interventions (to help shift mindset to weight as uncontrollable stigma) might be?

Answer 21

• there’s a disconnect between the science and public attitudes
• it’s hard when we see large medical establishments that we get our info from not taking a more holistic view and view on the existing literature on what it actually says –> hard to have a convo with doctors and say maybe weight loss isn’t the best way to improve the patient’s health

Question 22

Jeffrey Hunger (weight-based stigma)

from a methodological standpoint, can you explain why you think it was important to run a confederate study?

Answer 22

• wanted to make sure the experiments used had some analog to the real life
• has to be stigma-light from an ethical standpoint
• using the confederate paradigm has a social component, has some real life component, but having barely an interaction still imposed threat (just by having someone there)

Question 23

Jeffrey Hunger (weight-based stigma)

Lack of a control condition - what do you think people who are the target of weight stigma project onto people they don’t know anything about?

Answer 23

• the control wasn’t the peer control where they just did nothing, they also reported on their anti-fat attitudes compared to what the general anti-fat attitude is in that community
• can look at it as threat vs safety, someone being super egalitarian on weight might take out potential individual differences in things like what people walk into would project onto a stranger - would be shaped by things like how sensitive are they to rejection on the basis of weight, how high on stigma consciousness are they, what are people projecting onto strangers when it comes to the potential for bias
• maybe using a stronger control condition that was on identity safety vs identity threat

Question 24

Jeffrey Hunger (weight-based stigma)

also used cardio-physiological data in this study, what are the values?

Answer 24

• interested in the health consequences
• relationship between exposure to threat and cardiovascular activity
• chronic cardiovascular activity can lead to long-term health outcomes
• for some work, more indirect way of getting at if they are threatened, but in his study people were pretty able to report feeling threat anyway

Question 25

Jeffrey Hunger (weight-based stigma)

current research has been limited to female participants - do you think that there are gender differences in weight stigma?

Answer 25

• if anything, means level differ –> women experience more discrimination and anticipate this treatment in relation to their weight
• when we bring these constraints offline, these differences are pretty much the same
• although there might be mean differences, once they experience them, the consequences are the same (man’s heart rate would be just as high, be just as stressed, etc.)
• might be different if the manipulations are domain specific –> ex. men feel less stigmatized in the dating context and their weight, so for romantic relationships specifically, men are less threatened than women
• domain for men and more threat –> maybe employment context for men

Question 26

Jeffrey Hunger (weight-based stigma)

any current lines of research you’re excited about?

Answer 26

• no current work answering questions related to pushing the weight stigma domain into a framework that acknowledges how individuals contend with multiple (stigmatized) identities 
• intersectional approach!
• weight stigma literature is white women as participants, an issue bc only captures a sliver of diverse pop., wants to think about how we can take an intersectional view to understand the consequences of weight stigma 
• see how the different stigmas interact instead of all separately studied –> if they added another level of social identity, that would add a component of intersectionality (currently his work controls for race, for example, to make sure the difference is due to weight stigma and nothing else)

Question 27

Sohad Murrar (parasocial intergroup contact & reducing prej.)

in study 5, finding that marginalized students who watched a video about their peers in terms of confronting prejudice, they reported their peers treating them in a more respectful manner - do you think the change in perception of marginalized treatment is changing because of changes in behaviour?

do you think it’s possible that although they’re not remembering behaving in a more inclusive way, you might see it in their behavior?

Answer 27

• also measure inclusive behavior, ask people how many times have they engaged in behaviors they’d identify as inclusive –> they don’t find a significant difference in control and experimental group –> most of the students report having egalitarian values, people are trying already and do care about diversity
• could be that either ambiguous behaviors are now being perceived as inclusive instead of prejudiced/racist, and maybe people are focusing more on explicitly inclusive behaviors, could also be that they’re attending more to the positive behaviors
• yes, it’s a direction they’d like to go in

Question 28

Sohad Murrar (parasocial intergroup contact & reducing prej.)

in study 6, find that marginalized students who watch the video later have improved academic performance in the semester - what do you think is happening there, in terms of a mechanism?

Answer 28

• from the get-go, what’s being communicated is that valuing diversity is normative, communicated that as a minority, this is a safe space for them (the school is making the teacher’s show the video so it’s not just the prof that is inclusive)
• you need cognitive capacities to learn, and when they’re being soaked up by your social identity, then you’re not free to use the capacities in your academics, but when you don’t have to carry it as heavily, you free up space to use your capacities for what you need to focus on because they feel it’s a safe space

Question 29

Sohad Murrar (parasocial intergroup contact & reducing prej.)

do you think the intervention is more impactful the earlier it comes in the semester, to break down the concerns earlier and earlier?

Answer 29

• for the studies, they always show posters or videos at the beginning of semester to have a long-term assessment
• would be interesting to see if staggering the intervention would have an effect, would like to explore

Question 30

Sohad Murrar (parasocial intergroup contact & reducing prej.)

implication for potential diversity training, where people are made aware of the potential for implicit bias - if it was up to you in these organizational settings, how do you balance competing goals between increasing motivation to take the problem seriously but also reinforcing this norm that many people want to fight these biases?

Answer 30

• considered in the framing in their message
• don’t want to invalidate the experience of marginalized communities and say that their experiences of prejudice and discrimination aren’t real
• they include in their videos that it does take place, but instead of saying it’s constantly happening, they show the statistics that it’s actually a minority that behave with prejudice
• instead of heavily anchored in the idea that everyone is implicitly bias, focus on how people want to improve
• rather than saying that everyone is implicitly bias, say it’s possible that any one of us will behave in implicitly or explicitly biased ways
• framing the message in terms of behaviors rather than in terms of people
• the existence of prejudice and bias, on all levels, is complex, there won’t be one clear path or message that will really shift what’s going on in people and at the micro and macro level, shouldn’t think about it in compartmentalized ways

Question 31

Sohad Murrar (parasocial intergroup contact & reducing prej.)

do you have any advice for people hoping to do more applied or field research?

Answer 31

• this is a good time to do this type of research in a field because the world is very receptive, a lot of pressure to address these issues in institutions and organizations
• showing people what research is showing about the fact that we know very little about the effectiveness and people aren’t taking the time to do this
• we have to be able to talk in the way of how the real world can use their resources to get the most bang for their buck

Question 32

Laura Richman (consequences of discrimination on health)

what do you think is the relationship btw the two pathways (discrimination –> high stress respons/risky health behaviours –> worse physical and mental health) - either or, are they connected?

Answer 32

• limited work on it right now, there’s evidence for both pathways being separate, but looking at them together is important to do
• there are eating responses to stress which give a physiological response –> interaction btw stress response and behavior

Question 33

Laura Richman (consequences of discrimination on health)

what would a study look like in terms of what comes first in the interplay between these 2 pathways?

Answer 33

• experience sampling/diary method would be helpful, but difficult to do because it’s very messy data
• tracked their behaviors for 7 days, which she doesn’t think was enough time to capture the depth of experiences and interpersonal interactions; need longer time frame!
• these kinds of measurements can be done and diary methodology is probably the effective way

Question 34

Laura Richman (consequences of discrimination on health)

repeated exposure to subtle forms of discrimination might be more detrimental than a few explicit discrimination?

Answer 34

• yes, kind of counterintuitive - you’d think something super offensive would be the most impactful, but people are able to put those experiences in a certain place and able to understand those experiences in a way that’s less stressful than experiences that are more ambiguous
• for comment based on identity, adaptive response is to attribute that to racism, sexism, homophobia; whereas a more ambiguous situation requires more thought into understanding what and why it happened
• blatant might feel worse in the moment, but more subtle makes you ruminate in it more and so you engage in unhealthy behaviours to help with the rumination

Question 35

Laura Richman (consequences of discrimination on health)

objective measures of discrimination - are you hopeful that new directions might be able to capture objective discrimination?

Answer 35

• doesn’t consider it a priority for this work bc if we are trying to achieve some objective measure of discrimination, not sure how we’d go about doing that nor is it a necessity for this work
• there’s more value in understanding people’s subjective experiences
• gets a lot of questions about whether it’s the individual’s personality that leads to discrimination, so they measure things like cynicism, hostility, and neuroticism and control for them to take out that other interpretation so even if you tend to have those tendencies, we will still see those effects of discrimination

Question 36

Laura Richman (consequences of discrimination on health)

the meta-analysis looked at multiple different types of discrimination and it seems like all forms are tied to worse outcomes - do you think future research can look at moderators of these outcomes, discrimination based on certain categories like race or gender or from different people (someone closer or distant)

Answer 36

• the finding that a lot of people grabbed onto was that discrimination seems to be negative for health and it doesn’t matter what kind of discrimination other than acute vs chronic
  –> this work is very focused on racial discrimination and only recently has expanded to other identities like sexual orientation and weight based discrimination
  –> will be important to look at the intersection of race and class, gender and race, which will become the more interesting kinds of questions 

Question 37

Laura Richman (consequences of discrimination on health)

is there a line of work or area in the relationship btw discrimination and health that excites you the most?

Answer 37

• very versed in interpersonal discrimination, but understanding these larger structural and institutional forms of discrimination and how they intersect with interpersonal discrimination is essential to understand
• need to look at both structural and interpersonal level

Question 38

Chanel Meyers (confronting prejudice)

Are there common misconceptions about confronting prejudice?

Answer 38

• unclear on what confrontation actually is
• In lit, they look at people who confront vs not confront at all
• what we define as confrontation or “effective” confrontation is really up in the air, what does this mean

Question 39

Chanel Meyers (confronting prejudice)

Passive vs active confrontation?

Answer 39

• Aggressive confrontations = direct, highlight that yes that was a racist remark (call out as racist) and say that its not okay
• Passive confrontation = in lit, no confrontation (confusing!!)
• In the paper, look at people who respond without directly calling out the behaviour
• Opposite on these factors (ie “im not sure thats what they meant”) – So they call them out indirectly

Question 40

Chanel Meyers (confronting prejudice)

When people see these situations irl, do people tend to react more passively?

Answer 40

• In the bystander lit, theres’ a lot of talk in that its a risky thing to get involved in a situation
• People’s tactics in these situations is to distract, diffuse the situation
• Use more passive strategies to change the topic which can be effective in “bystander” situations
• In convos online, these passive ideas normally derails the convo to a completely diff topic (perpetrator has no consequence, everyone’s happy)
• Its human nature to not want to cause ruckus –> there are norms to be polite and to react in certain ways (explains why passive approach is more common)

Question 41

Chanel Meyers (confronting prejudice)

Advice for people who are looking to be better prejudice confronters?

Does this advice change whether its online vs irl?

Does the advice change if its someone you know vs dont know?

Answer 41

GENERAL ADVICE:
- Being very direct and calling out the behaviour (ie saying something as simple as “thats racist, not ok”)
- Signals the norms to everyone
- Other people may now jump on board and also confront

ONLINE:
- Generally, most of the lit that looks at these scenarios, you see similar psychological consequences/effects
- Her advice is similar for an offline situation

IF YOU KNOW THEM:
- Up to you with your relationship with that person and fine tune the response to fit (tone may differ); should still be very direct
- You can also take a conservative approach (ie it’s not ok)

Question 42

Chanel Meyers (confronting prejudice)

What’s a topic on confronting prejudice that you’re excited about?

Answer 42

Following up on this; didn’t look at certain variables:
- No-confrontation vs presence of a confrontation
- To see if these posts alone affect our behaviour (if no one responds)
- Looking at other groups and racism targeted to those groups
- What if the confronter was not a group member and not a targeted group member as well (ie a black confronter in an asian-racist post)

Question 43

Calvin Lai (reducing biases in implicit attitudes)

What was the reason behind why you chose this challenge? (finding ways to reduce more subtle biases/discrimination)

Answer 43

• As an undergrad, did honours thesis on trying to change implicit biases
• There was no systematic effort to see which method to reduce discrimination is best/efficient/applicable to real world settings

Question 44

Calvin Lai (reducing biases in implicit attitudes)

What was most surprising to coordinate with 20+ researchers to tackle one specific research question?

Answer 44

• Academics are like cats –> trying to wrangle all of them tgt is rly difficult
• Learning how to manage large groups of people at once
• Everyone had their own ideas and do a lot of idea building to make the most efficient intervention

Question 45

Calvin Lai (reducing biases in implicit attitudes)

Were you surprised by the findings?

Answer 45

• With hindsight, results look obvious but at the time they werent –> 50% sure they would see smt
• Already not optimistic that the effects will persist so just look over a few days

Two competing ways in which implicit bias change should be like:
- Persuasion: if u give someone the right experience, this will change them in a powerful way (change your mind in definitive way)
- Changing a difficult habit: takes a lot of sustained effort and experience (More evidence for this pathway; Not easy to change in a durable way in a 5min experience)

Question 46

Calvin Lai (reducing biases in implicit attitudes)

Does this change your perception of your research question, given how hard it is to change?

Answer 46

• Changed his approach in thinking about the issue
• Outside of the work hes been doing, was aware of all the other work looking at how changing the structure of how people make decisions or doing behavioural-focused interventions, they seem to be more effective in discrimination
• might be more effective to work around the implicit biases that we have instead of reducing them)
• Too optimistic about what it takes to change implicit biases
• Should treat this change as learning a new skill over a sem so they become greatly internalized
• Solutions require much more chronic experiences over longer periods of time

Question 47

Calvin Lai (reducing biases in implicit attitudes)

Are you optimistic about these types of changes happening naturally over time?

Answer 47

• He is optimistic
• Great evidence from project implicit that these things are happening at the cultural level (eg gay marriage, BLM)
• changes are happening in the real world, but its hard to capture it in lab settings

Question 48

Shannon Brady (social identity and reducing inequality in academic achievement)

how do you think belongingness and certainty is communicated in more subtle ways in college/uni?

Answer 48

• stanford might rename it’s psychology building (currently a eugenecist)
• all of the images of people who are considered important past people they’re all white men
• people going out to lunch without you

Question 49

Shannon Brady (social identity and reducing inequality in academic achievement)

followed up on the participants, and only 8% remembered participating in the original study - why is it necessarily that people don’t even need to remember participating to see effects later?

Answer 49

• think the intervention gives people a slightly different lens about their experiences
• found that in the first couple of weeks after the intervention, the students acted differently in their interactions - more likely to go to office hours, reach out to a prof, spend time studying
• from daily diaries, found that when people had bad days, it didn’t carry on for long
• reaching out more and feel more belongingness
• those things then take roots and at least know there are things you can do like go to a prof office
• these things then become a fabric of someone’s life and so they don’t need to remember the intervention bc they have this new lens and relationship that helps and support them in their lives
• the intervention gave them TOOLS and a LENS to use in their daily lives

Question 50

Shannon Brady (social identity and reducing inequality in academic achievement)

academic mentors - what is is specific about having a mentor that is leading to these outcomes further down the road?

Answer 50

• correlational finding
• proxy for how they’re socially embedded in their lives and have greater resources
• more likely to get mentor during college (academic mentor for Black students in treatment condition) and more likely to keep in touch after college
• those in control didn’t keep connection w mentor (intervention helps build relationships after college!)
• profs can write recommendation letters for you, put you in touch with others, help you get experiences to help you get jobs, help you see what it means to be a well-functioning adult and have fulfilling lives (there’s a tangible and psychological affective dimension)

Question 51

Shannon Brady (social identity and reducing inequality in academic achievement)

do you think this is the type of relationship that each student can have with a mentor, or is there a cap? are there proxies or other avenues that people can look to do gain these relationships?

Answer 51

• yes there’s definitely a cap
• there’s currently untapped resources
• these weren’t just profs, were also coaches, residence staffs, religious mentors on campus, etc.
• some students talked about older students also (grad students)

Question 52

Shannon Brady (social identity and reducing inequality in academic achievement)

finding: the benefits you’re seeing are on subjective responses (report better subjective well-being, greater meaning in their work, etc.) - do you think these same benefits would transfer to objective outcomes and do you think it’s the case these people are being guided to instrinsically more fulfilling careers or they’re reframing the careers they’re in to be more fulfilling?

Answer 52

• no good evidence for whether they’re reframing or choosing a different kind
• tried to look at objective measures like percent that have gone to grad school, current income and didn’t expect to find differences bc students on average are now 27 years old so it wasn’t obvious there would be effects on those, also these are students who went to a prestigious school so high salary might not be a good indicator (is a high salary job more fulfilling)
• other social belonging studies implemented the intervention at a broad access uni, and they found effects on enrollment –> minority students who are in the intervention are more likely to stay full time enrolled in the first 2 years
• might see more objective effects in high access uni instead of students from prestigious schools where they already have opportunities for success and support, etc.

Question 53

Shannon Brady (social identity and reducing inequality in academic achievement)

is there an avenue in this line of research you’re excited about?

Answer 53

• for whom and where are we going to find effects

–> also how –> here we’re seeing it mediated by mentors, but in another institution in which the effect is really driven by peer relationships and want to stay bc you have friends

• college transition collaborative: implemented in colleges to start to address that question, better pinpoint the personal characteristics and social contexts that will lead to these benefits