Addressing Intersectionality in Advertising: A Novel Approach Combining Modality and Mindfulness for Promoting Success for First-Generation Students of Advertising

Abstract: First-generation students (FGS) remain underrepresented in advertising and face unique barriers due to intersecting social and structural disadvantages. This study introduces and tests a digital resource designed to support FGS through academic, career, and mindfulness content tailored to advertising. Using a 4 (modality: text, image, video, audio) × 2 (mindfulness: present vs. absent) experimental design, we examine how modality and mindfulness influence FGS’ satisfaction, attitudes, and behavioral intentions. Results show that richer formats, especially video, and mindfulness content significantly enhance user evaluations, particularly among non-male and non-White participants. Findings extend cognitive theory of multimedia learning and user control theory by highlighting how multimodal, mindfulness-integrated resources support learner engagement, autonomy, and wellbeing. Practically, the study offers actionable insights for educators and industry leaders aiming to improve access and equity. FGS-focused digital tools can foster readiness, confidence, and inclusion, strengthening both career pipelines and the advertising industry’s long-term adaptability.