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A prosocial value intervention in gateway STEM courses.

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Introducing prosocial relevance in science courses boosts motivation and performance, particularly for first-generation students. This utility-value intervention (UVI) encourages reflecting on how science helps society, improving STEM equity.

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Area of Science:

  • Educational Psychology
  • STEM Education
  • Sociology of Education

Background:

  • Many college students, especially first-generation and underrepresented minorities, seek careers with societal impact.
  • Introductory science, technology, engineering, and math (STEM) courses often lack explicit connections to prosocial values.
  • Existing interventions may not fully address the unique motivational needs of diverse student populations in STEM.

Purpose of the Study:

  • To investigate if emphasizing the prosocial relevance of STEM course material can enhance student motivation, performance, and equity.
  • To evaluate a prosocial utility-value intervention (UVI) designed to reduce performance gaps in introductory STEM courses.
  • To specifically examine the intervention's impact on first-generation college students.

Main Methods:

  • Developed and implemented a prosocial UVI assignment asking students to reflect on the societal benefits of biology or chemistry content.
  • Conducted pilot studies (Studies 1a and 1b) in introductory biology and chemistry classes to refine the intervention.
  • Utilized randomized controlled trials (Studies 2 and 3) in introductory chemistry and biology courses to compare the prosocial UVI with a standard UVI focusing on personal values.

Main Results:

  • The prosocial UVI showed potential in increasing motivation and performance, especially for first-generation college students.
  • The intervention's effectiveness was linked to students' expectancy of success, indicating an expectancy-value interaction.
  • Mediation analyses suggested that the intervention enhanced student interest in chemistry.

Conclusions:

  • Emphasizing the prosocial value of STEM coursework can be an effective strategy to improve engagement and outcomes for diverse student groups.
  • The prosocial UVI may be a valuable tool for promoting equity in STEM by connecting course content to students' desire to help others.
  • Future research should explore the long-term impacts and broader applicability of prosocial utility-value interventions in STEM education.