Broadening Participation in Biology Education Research: A role for affinity groups in promoting social connectivity, self-efficacy, and belonging.

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Cbe-Life Sciences Education Pub Date : 2024-03-01 DOI:10.1187/cbe.23-01-0004
Miranda M Chen Musgrove, Melissa E Ko, Jeffrey N Schinske, Lisa A Corwin
{"title":"Broadening Participation in Biology Education Research: A role for affinity groups in promoting social connectivity, self-efficacy, and belonging.","authors":"Miranda M Chen Musgrove, Melissa E Ko, Jeffrey N Schinske, Lisa A Corwin","doi":"10.1187/cbe.23-01-0004","DOIUrl":null,"url":null,"abstract":"<p><p>Discipline-based education research (DBER) has experienced dramatic growth over recent years, but with growth comes concerns about whether DBER efforts accurately represent the education landscape. By many measures, DBER does not feature a representative range of institutional contexts or a diverse array of voices. Numerous professional development efforts have sought to broaden DBER participation. However, few studies investigate factors that increase engagement by individuals from underrepresented contexts. Drawing on theory related to belonging, self-efficacy, and social learning communities, we investigated persistence in an affinity group aimed at engaging community college faculty (CCF) in biology education research (BER). CCF and CC contexts are dramatically underrepresented in BER in comparison to their central positioning in higher education. We conducted a 4-y study of CCF participants' sense of belonging, self-efficacy, and network connectivity. Our results suggest a relationship between social connectivity, belonging, and persistence in the community, indicating an increase of either of these factors may increase persistence. Self-efficacy increased alongside belonging within the affinity group, which correlated with belonging in BER broadly. These results might inform efforts to engage underrepresented groups of DBER scholars and suggest that such efforts go beyond provision of resources and skills, to focus on building social connections.</p>","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6000,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10956611/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cbe-Life Sciences Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1187/cbe.23-01-0004","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0

Abstract

Discipline-based education research (DBER) has experienced dramatic growth over recent years, but with growth comes concerns about whether DBER efforts accurately represent the education landscape. By many measures, DBER does not feature a representative range of institutional contexts or a diverse array of voices. Numerous professional development efforts have sought to broaden DBER participation. However, few studies investigate factors that increase engagement by individuals from underrepresented contexts. Drawing on theory related to belonging, self-efficacy, and social learning communities, we investigated persistence in an affinity group aimed at engaging community college faculty (CCF) in biology education research (BER). CCF and CC contexts are dramatically underrepresented in BER in comparison to their central positioning in higher education. We conducted a 4-y study of CCF participants' sense of belonging, self-efficacy, and network connectivity. Our results suggest a relationship between social connectivity, belonging, and persistence in the community, indicating an increase of either of these factors may increase persistence. Self-efficacy increased alongside belonging within the affinity group, which correlated with belonging in BER broadly. These results might inform efforts to engage underrepresented groups of DBER scholars and suggest that such efforts go beyond provision of resources and skills, to focus on building social connections.

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
扩大对生物教育研究的参与:亲和团体在促进社会联系、自我效能和归属感方面的作用。
以学科为基础的教育研究(DBER)近年来取得了突飞猛进的发展,但随之而来的问题是,DBER 的工作是否准确地代表了教育现状。从许多方面来看,DBER 并不代表各种机构背景或各种不同的声音。许多专业发展工作都试图扩大 DBER 的参与度。然而,很少有研究调查那些能提高来自代表性不足背景的个人参与度的因素。借鉴归属感、自我效能和社会学习社区的相关理论,我们调查了一个旨在吸引社区学院教师(CCF)参与生物教育研究(BER)的亲和小组的持续性。与社区大学在高等教育中的核心地位相比,社区大学教师和社区大学环境在生物教育研究中的代表性明显不足。我们对 CCF 参与者的归属感、自我效能感和网络连接进行了为期 4 年的研究。我们的研究结果表明,社会连通性、归属感和在社区中的持久性之间存在一定的关系,表明这些因素中任何一个因素的增加都可能会提高持久性。在亲和群体中,自我效能感会随着归属感的增加而增加,而归属感则与BER中的广泛归属感相关。这些结果可能会对吸引代表性不足的 DBER 学者群体的工作有所启发,并建议这些工作不仅要提供资源和技能,还要注重建立社会联系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
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.
期刊最新文献
Disrupting the Master Narrative in Academic Biology as LGBTQ+ Ph.D. Students: Learning, Teaching, and Conducting Research. Examining How Student Identities Interact with an Immersive Field Ecology Course and its Implications for Graduate School Education. Factors Influencing the Use of Evidence-based Instructional Practices by Community College Biology Instructors. Bee The CURE: Increasing Student Science Self-Efficacy, Science Identity, and Predictors of Scientific Civic Engagement in a Community College CURE. Is Support in the Anxiety of the Beholder? How Anxiety Interacts with Perceptions of Instructor Support in Introductory Biology Classes.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1