Transforming Undergraduate Research Methods Courses Using Social Justice Pedagogy: A Pre-Post Analysis
Keywords:
underrepresented minority students, STEM, sense of belonging, stereotype threat, statisticsAbstract
Undergraduate research methods courses help shape students’ perceptions about research. Given the lack of diverse researchers in STEM fields, these perceptions are particularly important for underrepresented minorities. This study tested a social justice pedagogy intervention to determine the effects on various psychosocial constructs. Three differences emerged: Students in intervention classrooms (n = 81) had a stronger desire to give back to their community and greater intentions to become involved in research as an undergraduate, while students in comparison classes (n = 54) had greater increases in researcher self-efficacy.
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