Zoom out: An intervention on the virtual learning environment improves minority students' grades in two field experiments in Israel

Abstract

Closing the achievement gap for minority students in higher education requires addressing the lack of belonging these students experience. This paper introduces a psychological intervention that strategically targets key elements within the learning environment to foster the success of minority students. The intervention sought to enhance Palestinian minority student's sense of belonging by increasing the presence of their native language. We tested the effectiveness of the intervention in two field experiments in Israel (n > 20,000), at the height of the COVID-19 pandemic when all classes were held via Zoom. Lecturers in the experimental condition added a transcript of their names in Arabic to their default display (English/Hebrew only). Our findings revealed a substantial and positive impact on Palestinian student's sense of belonging, class participation, and overall grades. In experiment 1, Palestinian student's average grade increased by 10 points. In experiment 2, there was an average increase of 4 points among Palestinian students' semester grade. Our intervention demonstrates that small institutional changes when carefully crafted can have a significant impact on minority populations. These results have significant implications for addressing educational disparities and fostering inclusive learning environment.

Keywords: belonging; field experiments; inequality; learning environment; psychological interventions.

Fig. 1.

Timelines for studies 1 (above figure) and 2 (lower figure).

Fig. 2.

Illustration of the intervention in studies 1 and 2.

Fig. 3.

Student’s group mean grades in studies 1 and 2 on a 0- to 100-point scale. Ratings are shown as a function of assignment to condition. Error bars show 95% CI. In study 1 (n_Palestinians = 87, M_Experiment = 87.1, SD_Experiment= 6.15, M_Control= 77.1, SD_Control = 10.2; n_Jews = 737, M_Experiment = 90.9, SD_Experiment = 9.34, M_Control= 89.1, SD_Control = 8.16), we used MLM regression with cluster (class) random effect. In study 2 (n_Palestinians= 3,380, M_Experiment = 81.85, SD_Experiment = 7.76; M_Control= 77.8, SD_Control = 7.94; n_Jews = 17,353, M_Experiment = 88.5, SD_Experiment = 4.07; M_Control= 86.54, SD_Control = 3.14), we used OLS regression using the average grade for each department separately for Palestinian and Jewish students. The results of Palestinian students appear in blue, while the results of the Jewish students appear in red.

Fig. 4.

Students’ attendance and camera usage (n_Palestinians = 96; n_Jews = 719) one lecture before the start of the intervention (week 10) and for the four lectures that followed (weeks 11 through 14). Each point represents the number of students that either attended (Upper figures) or had their cameras turned on (Bottom figures). Results for Palestinian students appear in blue, while results for Jewish students appear in red.

Fig. 5.

Students’ attendance (n_Palestinians = 96; n_Jews = 719) and camera usage (n_Palestinians = 96; n_Jews = 719). We analyzed 33 out of 34 courses due to a technical problem with the recordings of one of the courses. Each point estimate and its corresponding 95% CI are extracted from a separate MLM regression with cluster (class) random effect. The figure depicts the interaction’s simple effect looking at the differences between pre- and postintervention in attendance and camera usage for each condition separately. All outcomes are standardized. The results of Palestinian students appear in blue, while the results of the Jewish students appear in red.

Fig. 6.

Student’s group mean rating of sense of belonging in studies 1 (Top figure) and 2 (Bottom figure) on a 1 to 5 scale. Ratings are shown as a function of assignment to conditions. Error bars show 95% CI. We used MLM regression with weights and cluster (class/department) random effects in which we identify the effect of condition on student’s sense of belonging in study 1 (n_Palestinians = 60, M_Experiment = 3.71, SD_Experiment = 0.78; M_Control= 3.19, SD_Control = 0.93; n_Jews = 338, M_Experiment = 3.39, SD_Experiment = 0.8; M_Control= 3.5, SD_Control = 0.82) and in study 2 (first questionnaire: n_Palestinians = 369, M_Experiment = 3.6, SD_Experiment = 0.96; M_Control= 3.42, SD_Control = 0.95; n_Jews = 3,568, M_Experiment = 3.47, SD_Experiment = 0.88; M_Control= 3.48, SD_Control = 0.87; second questionnaire: n_Palestinians = 298, M_Experiment = 3.49, SD_Experiment = 0.88; M_Control= 3.41, SD_Control = 0.83; n_Jews = 2052, M_Experiment = 3.64, SD_Experiment = 0.8; M_Control= 3.59, SD_Control = 0.85). In study 1, the outcomes were measured once at the end of the semester. In study 2, outcomes were measured twice: 4 wk after the implementation of the intervention and at the end of the semester. The results of Palestinian students appear in blue, while the results of the Jewish students appear in red.