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Abstract Working-class first-generation (FG) college students are underrepresented in higher education and STEM. Using a longitudinal quasi-experiment, we tested the impacts of a living learning community (LLC) in the biological sciences on FG students in their first year of college (Semester 1: N = 243; Semester 2: N = 199), across three cohorts (2018–2019, 2019–2020 and 2020–2021). Participation in the LLC enhanced FG students’ belonging, confidence, motivation, grades, knowledge of the social relevance of biology, and reduced STEM anxiety compared to a control group of FG students not in an LLC. LLC participation also increased retention in biological science majors one-year post-intervention compared to the control FG group. Moreover, LLC participation closed the academic gap between FG students in the LLC and honors students from college-educated families in a separate honors LLC. Benefits of the LLC intervention remained stable despite the COVID-19 pandemic, when living together became impossible, producing positive effects across cohorts from pre-pandemic to in-pandemic. Our results suggest that affinity-based learning communities—with or without shared housing—in the transition to college enhance academic thriving, persistence, and reduce social class driven achievement gaps in STEM.

The authors report findings from their study of female student participants interested in engineering at college entry who were randomly assigned to a female peer mentor, male mentor, or no mentor for their first year of college. The authors show that students assigned to a female peer mentor show benefits in psychological experiences in engineering, aspirations to pursue postgraduate engineering degrees, and emotional well-being, which persists up to one year after graduation.

In a sample of 916 doctoral students from 144 universities across the United States, we examined psychology graduate students’ experiences in their programs, as well as their mental health, well-being, and optimism during the onset of the COVID-19 pandemic. In a path model, we found that students’ psychological experiences in their programs (i.e., social belonging, threat, and challenge) were associated with better mental health and well-being, which in turn was associated with greater optimism about the future during the COVID-19 pandemic. These findings were also corroborated in students’ open-ended responses regarding how COVID-19 has impacted their lives. Findings varied by racial, gender, and sexual identities, as racial minorities, LGBTQ+ students, and women expressed more negative psychological experiences in their programs. We outline suggestions for graduate programs to support their graduate students, which include facilitating social connection, providing encouragement, and emphasizing students’ well-being over their productivity as the current pandemic persists.

Although parent-child conversations about race are recommended to curb White U.S. children's racial biases, little work has tested their influence. We designed a guided racism discussion task for U.S. White parents and their 8-12-year-old White children. We explored whether children's and parents' (a) pro-White implicit biases changed pre to postconversation, (b) racial socialization messages (color conscious, external attributions for prejudiced behavior and colorblind racial ideology [CBRI]) predicted changes in each other's implicit biases, and (c) associations varied by the type of racism (subtle vs. blatant) discussed. Children's and parents' biases significantly declined, pre to postdiscussion. Parents' color conscious messages predicted greater declines and messages reflecting CBRI and external attributions predicted smaller declines in children's bias. These patterns were observed during discussions of subtle, but not blatant bias. Effects of children's messages on parents' bias were mixed. Our findings suggest that color conscious parent-child discussions may effectively reduce implicit pro-White bias in White children.