This paper is from Session 1G: Backwards and forwards with research
which comes under Topic 1: Statistics education: Looking back, looking forward
Paper 1G3 (Monday 9th, 14:00-15:30)
Impact of non-cognitive interventions on the performance of women, minority and international students in Introductory Statistics
- Cindy van Es (Cornell University, United States)
- Ritesh Shinde (Cornell University, United States)
Psychosocial interventions have been shown to be effective in reducing the impact of stereotype threat in a number of educational environments. Students from under-represented groups (e.g. women, minority, international) can experience negative non-cognitive factors that influence their attitude towards statistics and impact their academic achievement. In this study, students in a large introductory statistics course were presented with two interventions before exams – a values affirmation exercise, and a video featuring teaching assistants. The Survey of Attitudes Towards Statistics (SATS) along with demographic questions, was distributed the first week of class. A SATS post-survey was distributed the last week. Survey results and course grade data are used to evaluate the impact of the interventions and the overall academic success of the students.