Relatable Role Models: An Online Intervention Highlighting First-Generation Faculty Benefits First-Generation Students

Abstract

ABSTRACT Role models improve outcomes for historically marginalized students by demonstrating that similar others are capable of success. Yet, little research has examined the impact of first-generation role models. The current studies investigate whether highlighting first-generation faculty increases first-generation students’ help-seeking intentions and belonging. Compared to continuing-generation students, first-generation students demonstrate higher relatability, intention to visit office hours (Study 1), and higher belonging (Study 2) when viewing first-generation versus continuing-generation faculty webpages. These effects occur only when first-generation identity is explicit (Study 3). This research provides initial evidence of the effectiveness of first-generation faculty campaigns, with potential to inform future initiatives.