Developing an Equitable Talent Pipeline for Educational Researchers (Poster 57)

• In Event: AERA Poster Session Eight
  In Poster Session: 2023 AERA Undergraduate Fellows Research Poster Fair

Abstract

The purpose of our study is to (1) determine the perception of undergraduate students at North Carolina State University (NCSU) about the topic of educational research (2) highlight potential inequities that could arise along the journey to become an Educational Researcher (3) allow undergraduate interns of the Program Evaluation and Educational Research (PEER) team, including myself, to co-research an IRB approved project. The theoretical framework used was empowerment evaluation, an innovative approach that allows interns to become valuable stakeholders in a research project. A sample size of eleven NCSU undergraduate students were recruited through email and online social media outlets, such as Facebook, Instagram, and LinkedIn. Campus email listservers were utilized to send the study flier to 10 campus organizations. Participants were chosen based on maintaining a diverse sample of undergraduates, considering major, classification, gender, and race. Chosen participants completed an online questionnaire and reflective journal activity with a photovoice component. Participants were then invited to a virtual focus group to discuss the completed materials in a structured environment. Two focus groups were held. The results revealed that participants had little to no knowledge of educational research unless there was a previous direct relation to the field (i.e. a family member worked in the field). Some participants studying education-related majors or minors were unable to define educational research. Findings suggest that most participants think of educational research as general research methods applicable to all fields. We identified a lack of understanding of educational research amongst undergraduates at NCSU, purposing that further research be completed to see how students at other institutions compare.

Author

• Lindsay R. Hann, North Carolina State University
  Presenting Author