Individual differences in the Efficacy of a Cumulative (Dis)Advantage Educational Intervention in Raising Evaluations of Low SES University Applicants.

Within the context of higher education admissions, this study aims to test whether teaching people about processes of cumulative advantage and disadvantage in society through an educational intervention can mitigate the preference for high-socioeconomic status (SES), more-credentialed candidate versus a low-SES, less-credentialed candidate. Furthermore, we examine whether the effect of the educational intervention on recommendations for acceptance of these two candidates is moderated by participants’ growth mindset, preference for the merit principle, and social dominance orientation.