Long-Term Learning Communities: Mitigating the Effects of Stereotype Threat and Cultivating Student Success
Author(s): Plinske, K.
Editor(s): Poisel, M. A., & Joseph, S.
Citation: Plinske, K. (2018). Long-Term Learning Communities: Mitigating the Effects of Stereotype Threat and Cultivating Student Success. In Poisel, M. A., & Joseph, S., Building Transfer Student Pathways for College and Career Success (pp. 93-108). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience & Students in Transition.
On the campus of a community college with students who predominantly come from underserved backgrounds, the risk of stereotype threat is high and can undermine students’ motivation and performance. Fortunately, research also has revealed that it is possible to mitigate the effects of stereotype threat. One powerful way to reduce the effect of stereotype threat is to increase students’ sense of belonging. Faculty and staff at Valencia College’s Osceola Campus have created a number of cohort programs structured as learning communities to foster students’ sense of belonging and increase the likelihood of their success. These cohort programs have demonstrated tremendous promise, closing gaps in student performance and significantly increasing students’ persistence and academic momentum.