Navigating the hidden curriculum: a study of resource-based and story-based interventions in higher education

This study examines the effectiveness of difference-education interventions in improving academic outcomes for diverse students at a Minority Serving Institution. We examined the impact of a difference education intervention with two key components. First, a resource focused approach that disentangles the hidden rules of higher education. Second, a student driven narrative-based approach (stories condition), featuring unscripted stories from peers who successfully navigated an array set of challenges during college. The study involved 716 first year students randomly assigned to intervention groups, with a campus-wide sample (N = 2,708) as a comparison. Results showed significant improvements in Fall semester GP A and overall retention rates for both intervention groups compared to the no-treatment condition. Unexpectedly, first-generation students did not benefit more than their continuing-generation peers from either intervention. These findings suggest that difference education interventions can effectively support diverse student populations in navigating the hidden curriculum of higher education, even in Minority Serving Institutions. The study highlights the potential of resource focusedand student narrative-based approaches in promoting academic success and retention among diverse student populations.