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Course-based undergraduate research experiences (CUREs) introduce research leading to skills acquisition and increased persistence in the major. CUREs generate enthusiasm and interest in doing science and serve as an intervention to increase equity and participation of historically marginalized students. In the second-semester laboratory of our introductory sequence for biology and marine science majors at California State University Monterey Bay (CSUMB), instructors updated and implemented a field-based CURE. The goals of the CURE were to promote increased scientific identity, systems thinking, and equity at a Hispanic-serving institution (HSI). Through the CURE, students engaged in scientific writing through a research paper with a focus on information literacy, critical thinking, and quantitative reasoning as important elements of thinking like a scientist. Course exams also revealed that students showed gains in their ability to evaluate a new biological system using systems thinking. More broadly, because such field-based experiences demonstrate equity gains among Latinx students and a much greater sense of scientific identity, they may have impacts beyond introductory biology including in students' personal and professional lives.

Course-based undergraduate research experiences (CUREs) have historically been associated with STEM, but are expanding into other fields. CUREs may benefit undergraduate business majors, but some students do not perceive "doing research" as part of business. The authors ask whether a business CURE can lead students to begin self-identifying as researchers. Particular attention is paid to explicitness: Do students report different self-identification outcomes if they are explicitly told they are doing research? Survey data are collected from a required entrepreneurship course in which an instructor explicitly talks about her research career and authentically characterizes normal course activities as "scientific research" in some course sections but not in others. Pre- and post-course surveys show statistically significant growth in student self-identification as researchers only in the "explicit CURE" sections.

Course-based undergraduate research experiences (CUREs) can be invaluable for students, but implementing them across a university requires substantial faculty support. This case study explores the incorporation of CURE elements (discovery, iteration, scientific practices, broad scientific relevance, and collaboration) into the design of a faculty professional learning program intended to support CURE implementation. The findings suggest that incorporating CURE elements into a CURE Faculty Fellows Program can support the simultaneous development and successful implementation of scaffolded CUREs across multiple university departments. This program had an additional, unexpected benefit: it created opportunities for faculty from many disciplines to engage in educational research, augmenting their research and publishing agendas. This article summarizes the program, presents findings, and discusses implications for practitioners and researchers interested in pedagogical reform.

Teachers sometimes learn information about their students prior to teaching them, a phenomenon we call "teacher foreknowledge." This information may be useful, but it may also bias teacher expectations for students in harmful ways. To date, few studies have quantitatively documented the types of foreknowledge teachers receive. When, where, and from whom do teachers commonly acquire foreknowledge? Are some sources or types of foreknowledge perceived to be more influential than others? We explore these questions through a survey of elementary teachers (N = 414) in one U.S. state. Most respondents received foreknowledge about at least some of their students months or even years prior to teaching them, and foreknowledge was primarily transmitted within school settings. Fellow teachers and students themselves were generally characterized as the most influential sources of foreknowledge. Foreknowledge about student behavior and character was considered more influential than foreknowledge about other topics. Some of these patterns covaried with classroom-, school- and teacher-level demographic or contextual variables. We discuss implications for research and practice with a focus on educational equity.

Purpose: The purpose of this study is to support advocacy for racial and linguistic justice by examining teachers' efforts to contest their colleagues' language-exclusive policies and practices. Design/methodology/approach: The author used a critical and reconstructive discourse analysis guided by interest convergence theory to analyze narratives shared by teachers working to contest language-exclusive practices. Findings: Teachers identified or created interest convergence to successfully contest specific practices. However, their arguments had the potential to be coopted for hegemonic purposes. Originality/value: Previous studies have used interest convergence to analyze bilingual education policy. This study is one of the few to apply the theory to analyze other efforts to contest language-exclusive practices.

Environmental education seeks to foster meaningful connections to local and global environments through creative nature experiences. Responding to critiques of historical inequities, practitioners are prioritizing equitable access for historically marginalized youth, particularly from Black, Indigenous, and Latinx communities; this identity-centered prioritization, while essential, generates questions of normativity, diversity, relevance, and engagement within identity groups. Drawing on creativity as meaningful person-world encounters characterized by pluriperspective, future-oriented, nonlinear, and open-ended qualities, this chapter uses culturally sustaining pedagogy to explore how environmental education studies (a) operationalize Latinidad and associated constructs, (b) enact creative experiences in environmental education, and (c) qualify the roles of Latinx communities in shaping these creative experiences. We review studies of environmental education with Latinx youth in the United States that explicitly employ culturally sustaining approaches to engage these communities. We bring together these frameworks as a strategy to move beyond discrete notions of Latinidad in environmental education and toward nuanced conceptions of what it means to acknowledge and cultivate environmental literacies in these diverse comunidades.

Writing activities can function as powerful teaching tools in science education -- but are their benefits realised equitably? The answer may depend in part on how teachers interpret and respond to student writing in light of societal stereotypes that link scientific competence, linguistic competence, and racial, ethnic, or gender identity. In this experiment, high school biology teachers (n = 70) in a U.S. state evaluated and gave feedback on a purported student writing sample. No main effect of student writers' racialised/gendered identity was found; however, non-Hispanic White teachers gave lower ratings when the writing sample was attributed to a Latina female student rather than a non-Hispanic White male student. The reverse pattern was apparent in the ratings of Hispanic teachers and other teachers of colour. All teachers wrote generally similar feedback, but non-Hispanic teachers of colour and White teachers wrote shorter feedback to a Latina student when 'her' score was low, a relationship which did not appear in feedback written to a non-Hispanic White male student. Although most of these disparities did not exhibit statistical significance, many effect sizes were relatively large and may merit further study. Practical implications for equity in science education are discussed.

Teacher expectancy effects, the class of phenomena in which teacher beliefs about students influence student outcomes, are widely believed to operate through recursive processes of teacher-student interaction. Recent work in "wise" interventions has shown profound and robust effects in educational domains, and has attributed these effects to similar recursive processes (Yeager and Walton 2011). In this paper, we lay a foundation for forging connections between what we know about expectancy effects and how we might envision applying that knowledge as a lever in intervention research. We review the evidence for the existence and significance of teacher expectancy effects, as well as their possible mediators, including perceptual biases, confirmation biases, stereotyping, and attributional biases. We also hypothesize that empathy could play a role in mediating a relationship between expectancies and attributions. Finally, we propose a research agenda focused on the transmission, mediation, and attributional effects of teacher expectancies.

Background: African American Language (AAL) refers to a rich, widely used, and extensively researched language variety. Despite its importance, AAL remains widely stigmatized in the United States due to anti-Black linguistic racism. Many colleges offer courses with AAL content, and these courses have the potential to help disrupt anti-Black linguistic racism by promoting understanding and respect for this language. Purpose: Simply increasing students' knowledge about AAL is unlikely to disrupt anti-Black linguistic racism. College instructors must also attend to a wide range of challenges involved in teaching this content. Instructors' knowledge of such challenges, as well as strategies for addressing them, constitutes a form of pedagogical content knowledge (PCK). This study contributes to the emerging scholarship on PCK for teaching and learning about AAL. Research Design: In this qualitative study, we analyze open-ended survey data from college instructors to identify challenges faced when teaching AAL content. We also add depth and nuance to discussion of these challenges by analyzing qualitative interview data and qualitative survey responses from college students enrolled in courses with AAL content. Finally, we outline pedagogical recommendations that could potentially address these challenges. Conclusions: We identify three major categories of pedagogical challenges that commonly arise when teaching AAL content: protecting Black or AAL-using students from harm; managing other students' knowledge, ideologies, and/or resistance; and addressing instructor positionality. We present six research-based recommendations to help instructors address these challenges, and identify key directions for future research on the teaching and learning of AAL. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, college faculty took many different actions to support student success during the transition to online instruction. However, the conclusions we draw about the impact of these adaptations and their implications for racial equity may vary depending on the outcome measures we examine. We explore this possibility through a mixed-methods study of 10 courses taught at a Hispanic-Serving Institution in the United States in Spring 2020. First, using qualitative analytical methods, we identify five types of instructional adaptations students noticed their instructors made early in the pandemic. Second, we use quantitative methods to uncover associations between these instructional adaptations and several student- and course-level outcome variables. While all five instructional adaptations were perceived as beneficial by students, only two--ensuring access to class resources and ensuring access to instructor time--were significantly correlated with racially marginalized students' self-reported motivational and personal gains from their coursework. None of the adaptations were significantly associated with more equitable course outcomes, however. We discuss the implications of these findings and the differing narratives they imply for researchers, practitioners, and policymakers. [ABSTRACT FROM AUTHOR]

Digital game-based learning (DGBL) has the potential to promote equity in K–12 STEM education. However, few teachers have expertise in DBGL, and few professional development models exist to support teachers in both acquiring this expertise and advancing equity. To support the development of such models, we conducted a professional development to explore teacher acquisition of technological, pedagogical, and content knowledge for games (TPACK-G) during a DGBL workshop series informed by culturally relevant pedagogy. This mixed methods pilot study used pre- and post-surveys and interviews to investigate shifts in teachers' (n = 9) TPACK-G, perceptions of DGBL, and operationalizations of equity and cultural relevance. The survey findings showed increases in teachers' TPACK-G, and corroboration between the surveys and interviews showed teachers' expanded ideas about the range of applications of digital games in STEM education. However, the interviews revealed that teachers' conceptualizations of equity and cultural relevance varied considerably. [ABSTRACT FROM AUTHOR]

Many students who enroll in a public U.S. 4-y college will not graduate. The odds of completing a college degree are even lower for students who have been marginalized in higher education, especially in Science, Technology, Engineering, and Math (STEM) fields. Can undergraduate research increase a student's likelihood of graduating college and close educational equity gaps in college completion? To answer this question, we use data from six public U.S. universities ( N = 120,308 students) and use Propensity Score Matching to generate a comparison group for analyses. We conducted logistic regressions on graduation rates and equity gaps in 4 and 6 y using the matched comparison group and undergraduate researchers in STEM ( n = 2727). When being compared with like-peers and controlling for background characteristics and prior academic performance, students who participated in undergraduate research were twice as likely to graduate in 4 y and over 10 times as likely to graduate in 6 y. We also found that equity gaps in 4-y graduation rates for students of color, low-income, and first-generation students were cut in half for undergraduate researchers. At 6 y, these gaps were completely closed for undergraduate researchers. As we seek ways to close education gaps and increase graduation rates, undergraduate research can be a meaningful practice to improve student success.