Abstract
Over the past decade, universities have invested substantial resources in enhancing equity in higher education. First-year extended induction programs are the earliest opportunity for universities to level the playing field with resources and support across students from diverse backgrounds. Research suggests these programs generally help students thrive, but limited research investigates whether they create differential impacts for students from underrepresented groups. This study takes up this challenge drawing on attendance data for a first-year extended induction program and mapping it to student feelings of belonging, engagement, and academic self-confidence. We find that students from historically underrepresented backgrounds accrue the greatest benefit from attendance. However, there are differences across measures of belonging, engagement, and academic self-confidence that require further investigation. In general, the results suggest that first-year induction programs are an essential component of universities’ efforts to improve equity among students.