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- W4381548138 abstract "Intellectual talent is commonly regarded as an important factor for success – i.e., “what it takes to succeed” in Western educational contexts. Yet, the differential experiences individuals have may not allow everyone to think of themselves as talented - i.e., as having “what it takes to succeed” - to the same degree. In five studies with 3584 students in Western countries, we show i) that first-generation students see themselves as less intellectually talented than continuing-generation students, ii) that this bias in self-concept contributes to disadvantages in their academic experience and engagement, and iii) how this disadvantage may be reduced. Quasi-experiments 1a and b (N = 694; 316) show that first-generation students view themselves as relatively less talented, but not less diligent, above and beyond prior performance-levels. Field and experimental Studies 2a-b (N = 1881; 362) show that this bias in students' talent self-concept contributes to disadvantage in first-generation students' academic experience and engagement. Experiment 3 (N = 331) suggests that talent self-concept bias is most consequential in talent-focused environments. If, however, environments emphasize effort, disadvantages connected to talent self-concepts are mitigated. The experiences first-generation students have in current Western environments seem to make them see themselves as relatively less talented, contributing to disadvantage. Creating effort-focused environments can reduce this disadvantage and promote equality." @default.
- W4381548138 created "2023-06-22" @default.
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- W4381548138 date "2023-09-01" @default.
- W4381548138 modified "2023-09-26" @default.
- W4381548138 title "Who gets to see themselves as talented? Biased self-concepts contribute to first-generation students' disadvantage in talent-focused environments" @default.
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- W4381548138 doi "https://doi.org/10.1016/j.jesp.2023.104501" @default.
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