Browman Online Appendix

Experiments 1 and 2 Materials
SES measure (used in all 3 studies):
Family’s household income (select one):

___ $25,000 or less ___ $70,001-$90,000 ___ $150,001-200,000
___ $25,001-40,000 ___ $90,001-120,000 ___ $200,001-300,000
___ $40,001-$70,000 ___ $120,001-150,000 ___ $300,001 or more
In-lab manipulation procedure (used in both studies):
Welcome to our lab! Today, you will be asked to complete 2 short studies, rather than just 1
larger one.
The first study is being conducted in conjunction with the [School name] Office of
Undergraduate Admissions, who are seeking student opinions on some new, potential
promotional materials directed at prospective undergraduate students.
As such, on the following pages, you will be asked to review some promotional statements about
[school name] that have been proposed for use on the school's website and in promotional
materials for the 2013-2014 admissions period.
The pool of materials being used were provided by 3 sources—the Admissions Office, the
Student Life Office, and the Financial Aid Office—in order to present a range of varying
information about the school. From our pool of statements, you will randomly be presented with
4.
We would like you to please do the following: First, we would like you to simply read each
statement, and to respond to a few simple questions concerning each. Then, you will be asked to
order those 4 statements as you feel they should be presented to the public (more instructions on
this will be given later on).
Statements seen in both conditions:
[School name] has over 80 majors and 4,000 classes.

How useful do you find the information in this statement?
Not useful at all Somewhat useful Useful Very useful
Were you already aware of this information?
Not at all aware Somewhat aware Fully aware
DS1
[School name] is recognized both nationally and internationally for the
quality of its educational programs at all levels. U.S. News & World Report
consistently ranks the University's undergraduate programs among the best in
the country.
Statements seen only in the wealthy context condition:
[School name] has worked hard to maintain acceptable fees. The cost of
attendance for the 2011-12 academic year was $58,429, which over half of
[school name] families manage without any financial aid.
In 2011, parents of [school name] students and alumni gave more than $1.8
million to bolster the school's endowment through the Parents’ Fund, with
gifts ranging up to $250,000. With their help, [school name] has maintained
the 9th largest endowment in the nation, surpassing $7 billion in 2010-2011.
DS2
Statements seen only in the financial diversity condition:
[School name] has an extremely far-reaching financial aid program, with

60% percent of all [school name] undergraduates receiving financial aid.
Dedicated to assisting students in earning money to meet their educational

costs, [school name] is strongly involved with the Federal Work-Study
program. [School name] will pay over $2.8 million to its' Work-Study
students this year.
DS3
Now that you have read all 4 statements, we would like you to imagine that they were to appear
in a promotional pamphlet, and thus to place them in the order you feel best belong if they were
to be presented to the public.
To do so, drag the statements from the "Items" column on the left into the statement boxes
marked on the right. You must place one statement (and only 1 statement) in each of the 4 boxes.
Items 1st statement

[School name] has over 80 majors and 4,000
classes.
[School name] is recognized both nationally and

internationally for the quality of its educational
programs at all levels. U.S. News & World Report
consistently ranks the University's undergraduate 2nd statement
programs among the best in the country.
[School name] has worked hard to maintain

acceptable fees. The cost of attendance for the
2011-12 academic year was $58,429, which over
half of [school name] families manage without any
financial aid. OR [School name] has an extremely
3rd statement
far-reaching financial aid program, with 60%
percent of all [school name] undergraduates
receiving financial aid.
In 2011, parents of [school name] students and

alumni gave more than $1.8 million to bolster the
school's endowment through the Parents’ Fund,
with gifts ranging up to $250,000. With their help, 4th statement
[school name] has maintained the 9th largest
endowment in the nation, surpassing $7 billion in
2010-2011. OR Dedicated to assisting students in
earning money to meet their educational costs,
[school name] is strongly involved with the Federal
Work-Study program. [School name] will pay over
$2.8 million to its Work-Study students this year.
The [school name] Office of Undergraduate Admissions would like to thank you for completing
this study.
Please press >> to continue to the 2nd study.
DS4
Experiment 1 dependent measures:
Academic expectations:
What do you predict your GPA will be at YOUR EXPECTED GRADUATION TIME?
Academic efficacy:
Strongly Disagree Somewhat Neither Somewhat Agree Strongly

disagree disagree agree nor agree agree
disagree
I can do even the hardest work at [school name] if I try.
Iʼm certain I can figure out how to do the most difficult class work.
Iʼm certain I can master the skills taught at [school name] this upcoming year.
When I experience challenges at [school name], I will have no problem asking for help.
I can do all of the work in class if I donʼt give up.
DS5
Experiment 2 dependent measure:
Winter Mason’s Open and Online IAT (see http://sourceforge.net/projects/implicitassoc/ or

https://web.archive.org/web/20151013211000/http://sourceforge.net/projects/implicitassoc/),
completed online on a page hosted on our lab server and linked into the main Qualtrics.com
survey.
Pair 1: “I” vs. “They”

 “I” items: I, me, my, mine
 “They” items: they, them, their, theirs
Pair 2: “High achievement” vs. “Low achievement”

 “High achievement” items: honors, Dean’s list, top 5%, success, A+, 4.0 GPA
 “Low achievement” items: probation, drop out, bottom 5%, failure, D-, 1.0 GPA
DS6
Experiment 3 Materials
Perceptions of institutional commitment to SES diversity (same response scale as for the
academic efficacy in Experiment 1):
I feel that [school name] is committed to promoting socioeconomic diversity within its student
body.
I feel that [school name] cares about all its students and applicants equally, regardless of their
social class background.
Perceived numerical Representation:

What percentage of [school name] students do you think come from each of these socioeconomic
backgrounds? (total must equal 100%)
 Lower-class and working-class _______
 Middle-class and upper-class _______
Sensitivity to SES-based Identity Discrepancies (SSID; same response scale as for the
academic efficacy in Experiment 1):
Most students at [school name] have had more opportunities (for success) than I have.
Compared to most students at [school name], I have had to work hard to overcome obstacles to
get to a school like [school name].
My family background/upbringing is similar to that of the typical [school name] student.
Most students at [school name] come from a more privileged background than I do.
I come from a very different socioeconomic background than most [school name] students.
I am similar to the typical [school name] student.
Belonging (same response scale as for the academic efficacy in Experiment 1):
I feel that I belong at [school name].
Belonging uncertainty (same response scale as for the academic efficacy in Experiment 1):
Sometimes I feel that I belong at [school name], and sometimes I feel that I don’t belong.
When something bad happens, I feel that maybe I don’t belong at [school name].
DS7

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Experiments 1 and 2 Materials

SES measure (used in all 3 studies):

Family’s household income (select one):

In-lab manipulation procedure (used in both studies):

Statements seen in both conditions:

[School name] has over 80 majors and 4,000 classes.

Not useful at all Somewhat useful Useful Very useful

Were you already aware of this information?

Not at all aware Somewhat aware Fully aware

Not useful at all Somewhat useful Useful Very useful

Were you already aware of this information?

Not at all aware Somewhat aware Fully aware

Statements seen only in the wealthy context condition:

Not useful at all Somewhat useful Useful Very useful

Were you already aware of this information?

Not at all aware Somewhat aware Fully aware

Not useful at all Somewhat useful Useful Very useful

Not at all aware Somewhat aware Fully aware

Statements seen only in the financial diversity condition:

[School name] has an extremely far-reaching financial aid program, with

Not useful at all Somewhat useful Useful Very useful

Were you already aware of this information?

Not at all aware Somewhat aware Fully aware

Dedicated to assisting students in earning money to meet their educational

Not useful at all Somewhat useful Useful Very useful

Were you already aware of this information?

Not at all aware Somewhat aware Fully aware

Items 1st statement

[School name] is recognized both nationally and

[School name] has worked hard to maintain

In 2011, parents of [school name] students and

Please press >> to continue to the 2nd study.

Strongly Disagree Somewhat Neither Somewhat Agree Strongly

I can do even the hardest work at [school name] if I try.

I can do all of the work in class if I donʼt give up.

Winter Mason’s Open and Online IAT (see http://sourceforge.net/projects/implicitassoc/ or

Pair 1: “I” vs. “They”

Pair 2: “High achievement” vs. “Low achievement”

Perceived numerical Representation:

My family background/upbringing is similar to that of the typical [school name] student.

I am similar to the typical [school name] student.

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