First-Generation and Racially Minoritized Student Success: Effectiveness of a Framing Intervention

In this study, the authors examine the impact of a framing intervention aimed at improving the retention and persistence of structurally disadvantaged students including first-generation, racially minoritized, and those from low-SES families attending a Predominantly White Institution (PWI). Institutional and survey data were used to determine the effectiveness of the intervention. The results demonstrate the importance of a nuanced examination of the predictors of first-generation and racially minoritized student success. We consider the implications of the findings for college practice and policy.