Who is Represented in the Research on Undergraduate Research Experiences in the Natural Sciences? A Review of Literature.

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Emma C Goodwin, Logan E Gin, Allyson Aeschliman, Adwoa Kumi Afoakwa, Bryttani A Allred, Sarah T Avalle, Amanda Bell, Jessica Berkheimer, Hannah Brzezinski, Rachel Campos, Hozhoo Emerson, Savage Cree Hess, Arron M Montelongo, Nereus Noshirwani, W Levi Shelton, Emma M Valdez, Jennifer White, Quinn White, Ehren Wittekind, Katelyn M Cooper, Sara E Brownell
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引用次数: 0

Abstract

Positive outcomes from undergraduate research experiences (UREs) have resulted in calls to broaden and diversify participation in research. However, we have little understanding of what demographics are reported and considered in the analyses of student outcomes from UREs. Without this information, it is impossible to assess whether participation in UREs has been diversified and how outcomes may vary by participant identity. Through a comprehensive literature search, we systematically identified 147 peer-reviewed research articles on student participation in UREs in the natural sciences, published between 2014 and 2020. We coded each paper to document which student demographic variables are reported and considered in analyses. The majority (88%) of articles on UREs reported at least one demographic variable and 62% incorporate demographics into their analyses, but demographics beyond gender and race/ethnicity were infrequently considered. Articles on independent research apprenticeships included demographics in their analyses more frequently than studies on course-based undergraduate research experiences (CUREs). Trends in reporting and analyzing demographics did not change from 2014 to 2020. Future efforts to collect these data will help assess whether goals to diversify UREs are being met and inform how to design UREs to meet the needs of diverse student groups.

谁是自然科学领域本科生研究经历研究的代表?文献综述。
本科生研究经历 (URE) 取得的积极成果,促使人们呼吁扩大参与研究的范围并使其多样化。然而,我们对 "URE "学生成果分析中报告和考虑的人口统计数据知之甚少。如果没有这些信息,我们就无法评估参与 URE 是否实现了多样化,以及不同参与者的身份会产生怎样的结果。通过全面的文献检索,我们系统地找到了 2014 年至 2020 年间发表的 147 篇关于学生参与自然科学领域统考的同行评审研究文章。我们对每篇论文进行了编码,以记录分析中报告和考虑的学生人口统计学变量。大多数(88%)关于 URE 的文章至少报告了一个人口统计学变量,62%的文章将人口统计学纳入了分析,但除了性别和种族/人种之外,很少考虑人口统计学变量。与基于课程的本科生研究经历 (CURE) 的研究相比,关于独立研究实习的文章更经常地将人口统计数据纳入分析。从 2014 年到 2020 年,报告和分析人口统计数据的趋势没有变化。今后收集这些数据的工作将有助于评估 "URE "多样化的目标是否正在实现,并为如何设计 "URE "以满足不同学生群体的需求提供信息。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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