Women and minorities remain underrepresented in chemistry bachelor's degree attainment in the United States, despite efforts to improve their early chemistry achievement through supplemental academic programs and active-learning approaches. We propose an additional strategy for addressing these disparities: course-based, social-psychological interventions. For example, growth-mindset interventions are designed to support students during challenging academic transitions by encouraging them to view intelligence as a flexible characteristic that can be developed through practice, rather than a fixed ability. Previous research has shown that such interventions can improve the overall performance and persistence of college students, particularly those who belong to underrepresented groups. We report a random-assignment classroom experiment, which implemented a chemistry-specific growth-mindset intervention among first-year college students enrolled in General Chemistry 1. Performance results revealed an achievement gap between underrepresented minority and white students in the control group, but no sex-based gap. Critically, after adjusting for variation in academic preparation, the mindset intervention eliminated this racial-achievement gap. Qualitative analysis of students’ written reflections from the intervention shed light on their experiences of the mindset and control treatments, deepening our understanding of mindset effects. We integrate these results with the mindset and chemical education literatures and discuss the implications for educators seeking to support underrepresented students in their own classrooms.

Introduction Group prenatal and well‐baby care is a system of health care visits that occur in a group setting. Each individual session lasts approximately 2 hours, allowing more time for education and support than can occur in an individual visit. Compared with individual care, research suggests that group care is associated with similar or better short‐term outcomes, but no studies have yet examined potential long‐term benefits beyond one year postpartum. The purpose of this qualitative descriptive study was to elicit women's recall about content covered in group prenatal and well‐baby care and whether they were or were not continuing to use skills discussed during group prenatal and well‐baby care 2 or more years after their group ended. Methods Eligible women participated in group prenatal and/or well‐baby care between 2008 and 2012, were aged at least 18 years, and were English‐speaking. Of the 127 eligible women, 32 were reached and 17 agreed to participate. Women were interviewed on average 3 years after group prenatal or well‐baby care ended using a semistructured interview guide. Transcripts were reviewed and coded by each team member. Final codes and themes were identified using an iterative review process among the research team. Results Three themes were identified: sustained change, transferable skills, and group as a safe haven. All women were still using strategies discussed during group and had made sustained improvements in nutrition, stress management, and/or in the quality of their interactions with their children, partner, or families. The group environment was described as a safe haven: a respectful, nonjudgmental space that allowed women to share and support each other while learning new skills. Discussion This is the first study to document that group prenatal and well‐baby care is associated with long‐term benefits in areas not yet reported in the literature: nutrition, family communication, and parenting.

Objective. This study evaluates a video-feedback program's effectiveness in promoting responsive and sensitive parenting for families in care in a community health center located in the South Bronx, New York City. Methods. Change in measures of parent responsiveness/ sensitivity (Global Rating Scale), depression (Patient Health Questionnaire 9), anxiety (Generalized Anxiety Disorder 7), and parenting stress (Parenting Stress Index-Short Form) were analyzed for mother-infant dyads (N=34) completing a six-session videofeedback program between 2014 and 2016. Results. Participants were primarily mothers of color (30% African American; 63% Hispanic) with young infants (mean age 8 months). At program completion, mothers demonstrated a significant improvement of 19% in maternal responsiveness and fewer depressive and anxious symptoms. Conclusion. Cost-effectiveness studies are needed to compare parenting interventions by setting (community health center, home, or mental health facility) for acceptability and effectiveness to determine best practice models for communities challenged by poverty, trauma, and health disparities.