A Diversity Ideology Intervention: Multiculturalism Reduces the Racial Achievement Gap

Birnbaum, Hannah J.; Stephens, Nicole M.; Townsend, Sarah S. M.; Hamedani, MarYam G.

doi:10.1177/1948550620938227

Cited by 45Social and Intergroup PsychologyRacial and Ethnic Identity ResearchHigher Education Research Studies

A Diversity Ideology Intervention: Multiculturalism Reduces the Racial Achievement Gap

Birnbaum, Hannah J., Stephens, Nicole M., Townsend, Sarah S. M., Hamedani, MarYam G.·2021·Social Psychological and Personality Science

DOI 10.1177/1948550620938227

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Abstract

In the United States, underrepresented racial minority (URM) students continue to face psychological barriers that undermine their achievement and fuel disparities in academic outcomes. In the current research, we tested whether a multicultural ideology intervention could improve URM students’ grade point averages (GPAs) during the first 2 years of college and thereby reduce the racial achievement gap. Specifically, first-year college students ( N = 407) read a diversity statement that represented the schools’ diversity ideology in terms of either multiculturalism or colorblindness. URM students who read a multicultural diversity statement earned higher GPAs 2 years later compared to those who read a colorblind diversity statement. Furthermore, they earned higher GPAs compared to a nonparticipant campus-wide control group. The current study is the first to demonstrate that multiculturalism can increase the long-term academic outcomes of URM students in college.

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Underrepresented minority first-year college students who read an inclusive multicultural diversity statement earned higher marks 2 years later compared to those who read a color-blind diversity statement.
“In a college setting, another study showed that underrepresented minority first-year students who read an inclusive multicultural diversity statement earned higher marks 2 years later compared to those who read a color-blind diversity statement (Birnbaum, Stephens, Townsend, & Hamedani, 2020).”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Birnbaum, Stephens, Townsend, & Hamedani, 2020

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Authors: Birnbaum, H. J., Stephens, N. M., Townsend, S. S. M., & Hamedani, M. G.
Affiliations: Northwestern University (US)
Management and Organizations Department, Kellogg School of Management, Northwestern University, Evanston, IL, USA
University of Southern California (US)
Stanford University (US)
Corresponding author: Birnbaum, Hannah J.
ORCID: Birnbaum, Hannah J.
Townsend, Sarah S. M.
Hamedani, MarYam G.
Venue: Social Psychological and Personality Science
Publisher: SAGE Publications
Published: 2020-07-23
Volume: 12
Issue: 5
Pages: 751-759
ISSN: 1948-5506 (ISSN-L)
1948-5514
DOI: 10.1177/1948550620938227
OpenAlex: W3045278817
Cited by: 45
References: 0
Citations by year: 2026: 5 · 2025: 7 · 2024: 12 · 2023: 9 · 2022: 5 · 2021: 6 · 2020: 1
FWCI: 7.01
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Social Psychological and Personality Science (publishedVersion)
Topics: Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
Social Sciences › Education › Higher Education Research Studies
Keywords: multiculturalism, colorblind ideology, racial achievement gap, first-year college students, grade point average, academic performance, racial inequality in education

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A Diversity Ideology Intervention: Multiculturalism Reduces the Racial Achievement Gap

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