Who gets to see themselves as talented? Biased self-concepts contribute to first-generation students' disadvantage in talent-focused environments

• Published in: Journal of experimental social psychology Vol. 108; p. 104501
• Main Authors: Bauer, Christina A., Job, Veronika, Hannover, Bettina
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01-09-2023
• Subjects: Educational equity; First-generation students; Talent self-concept; First-generation students; Educational equity; Talent self-concept
• ISSN: 0022-1031; 1096-0465
• DOI: 10.1016/j.jesp.2023.104501

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.