Decentering Whiteness: Rethinking the Instruction of Undergraduate Research Methods within Developmental Science

Autor/inn/en	Camacho, Tissyana C.; Echelbarger, Margaret
Titel	Decentering Whiteness: Rethinking the Instruction of Undergraduate Research Methods within Developmental Science
Quelle	In: Infant and Child Development, 31 (2022) 1, (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Camacho, Tissyana C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2272
Schlagwörter	College Instruction; Undergraduate Study; Research Methodology; Courses; Minority Group Students; Educational Change + Suchen Sie Ihr Suchwort? Hochschullehre; Grundstudium; Research method; Forschungsmethode; Kursangebot; Bildungsreform
Abstract	Many social scientists are working to course correct the historical mistakes, abuses, and exclusionary practices of the field. To diversify who participates in developmental science, both as participants and as researchers, we argue that more attention must be paid to how we teach the science of developmental science (i.e., research methods). We propose that undergraduate research methods courses offer an opportunity to intervene on the academic pipeline and invite students of color into research through course curriculum. In this essay, we discuss guiding principles instructors should consider to transform their curriculum in the research training of undergraduate developmental scientists. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01