The Effect of Material Capital (name brand shoes) Plus Interpersonal Capital (mentorship) Versus Material Capital Alone on Academic, Athletic, and Social Self-Efficacy in Children in Low Socioeconomic Communities: A Randomized Controlled Study

Abstract

Research Question: The primary objective of this study was to evaluate the effects of providing material capital (MC) in the form of name brand shoes plus interpersonal capital (IC) in the form of mentorship versus just MC on academic, athletic, and social self-efficacy in youth living in low socioeconomic communities. The mentorship was provided by first year medical students. The secondary objective was to examine if participating in the mentoring program improves medical students’ beliefs, attitudes, and future behaviors towards addressing health disparities in underserved communities.

Background and Significance: Research demonstrates that the behaviors of individuals, whether positive or negative, in children are significantly influenced by social constructs and social context. Hence, comprehending how social influence shapes behavior is crucial for enhancing public health in low socioeconomic communities. Cultural competency can pose challenges for most medical students, particularly those from higher socioeconomic backgrounds with limited exposure to diversity. Despite an upswing in reinforcing cultural competence in medical school curricula, a Harvard study uncovered that first-year students felt ill-prepared to offer care to individuals from cultures different from their own. Early exposure to low socioeconomic communities in non-medical settings may hold the key to developing this critical understanding.

Materials and Methods: The study utilized a parallel group randomized control design in which youth participants were randomly assigned to receive either MC or MC + IC. The youth in the MC group received material capital (name brand shoes). The youth in the MC + IC group received name brand shoes plus interpersonal capital in the form of one hour/week of mentoring for 3 weeks. Each youth in the MC + IC group was mentored by one medical students from the Burnett School of Medicine.

Results: Among the MC + IC group and the MC only group, results showed a significant improvement in academic, athletic, and social self-efficacy. Academic self-efficacy improved from a composite score of 3.03 (max 5.0) at baseline to a 3.87 in the MC + IC group and 3.68 in the MC only group. Athletic self-efficacy improved in both MC + IC group and MC only group from 3.06 (max of 4) at baseline to 3.9 and 3.85, respectively. Finally, social self-efficacy improved from a composite score of 3.3 (max of 5) at baseline to 4.93 in the MC + IC group and 4.8 in the MC only group. Results from the medical student cultural competency showed improvement in their attitudes from a baseline score of 3.92 (max of 5) to 4.68. Preparedness increased from 2.56 (max of 5) to 3.41. Finally, skillfulness increased from 2.68 (max of 5) to 3.67.

Conclusion: This study showed the significant impact of childhood self-efficacy on academic achievement, sports engagement, and social interactions. The findings highlight the effectiveness of interventions in enhancing self-efficacy perceptions across various dimensions, including academic perseverance, learning difficulty, and future life aspirations. Furthermore, the study reveals the importance of early exposure to diverse cultural contexts in medical education, with interventions showing promising results in improving attitudes towards cultural competency and preparedness to care for patients from diverse backgrounds. These insights emphasize the need for ongoing efforts to foster self-efficacy and cultural competence among youth and medical students alike, ultimately contributing to more equitable and patient-centered outcomes in education and healthcare.