Elie, Anne-Ketura
(2024)
Changing the Classroom Context: The Role of the Teacher Narrative.
Master's Thesis, University of Pittsburgh.
(Unpublished)
This is the latest version of this item.
Abstract
Amongst the proliferation of research on reducing disparities in education, a burgeoning line of work finds the administration of social-psychological interventions produces favorable outcomes for historically underrepresented racially and ethnically minoritized students’ academic achievement. This study sought out to examine how implementing teacher narrative in an ecological belonging intervention would impact the intervention by testing five hypotheses: teacher narrative would yield: (1) higher intervention engagement, (2) higher anticipated classroom sense of belonging and academic help-seeking after the intervention, (3) higher classroom sense of belonging and higher engagement in help-seeking behaviors at the end of the semester and (4) have higher course grades at end of the semester and (5) minoritized students would benefit most from teacher narrative. Across two Biology courses at a Northeastern institution, to a sample of N = 375 undergraduates an ecological intervention was delivered with the teacher having a narrative or no narrative in the intervention. Findings were mixed. Intervention engagement was significantly higher in the condition with teacher narrative compared to control. This indicates inclusion of teacher narrative did produce a bump in engagement with the intervention; however, the remaining results raise questions about the impact of this manipulation. There was no effect of teacher narrative on classroom sense of belonging and help-seeking. Further, teacher narrative yielded significantly lower course final grades compared to control, especially for racially minoritized students. Despite these mixed findings, this study offers insight on considering teachers and their roles as critical agents for classroom based social-psychological interventions.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
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| ETD Committee: |
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| Date: |
27 August 2024 |
| Date Type: |
Publication |
| Defense Date: |
30 April 2024 |
| Approval Date: |
27 August 2024 |
| Submission Date: |
15 May 2024 |
| Access Restriction: |
2 year -- Restrict access to University of Pittsburgh for a period of 2 years. |
| Number of Pages: |
65 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
Dietrich School of Arts and Sciences > Psychology |
| Degree: |
MS - Master of Science |
| Thesis Type: |
Master's Thesis |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
Ecological belonging intervention, Teachers, Help-seeking, Student academic achievement. |
| Date Deposited: |
27 Aug 2024 14:26 |
| Last Modified: |
27 Aug 2024 14:26 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/46442 |
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Changing the Classroom Context: The Role of the Teacher Narrative. (deposited 27 Aug 2024 14:26)
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