Undergraduate research provides multiple educational advantages, and Hispanic students may reap particular benefits. The embedded researcher method avoids difficulties inherent in traditional apprenticeship models, providing meaningful research experience to multiple students within a standard didactic course structure while yielding valuable research data. The authors report implementing this method within an undergraduate course at a Hispanic-serving institution (HSI), with improvements from previous implementations. Outcomes were highly positive. Limitations and suggestions for application at other institutions are described.
AlfaroE. C.Umaña-TaylorA. J.Gonzales-BackenM. A.BámacaM. Y.ZeidersK. H. (2009). Latino adolescents’ academic success: The role of discrimination, academic motivation, and gender. Journal of adolescence, 32, 941-962.
2.
BecerraD. (2010). Differences in perceptions of barriers to college enrollment and the completion of a degree among Latinos in the United States. Journal of Hispanic Higher Education, 9, 187-201.
CuéllarI.ArnoldB.GonzálezG. (1995). Cognitive referents of acculturation: Assessment of cultural constructs in Mexican Americans. Journal of Community Psychology, 23, 339-356.
HussM. T.RandallB. A.PatryM.DavisS. F.HansenD. J. (2002). Factors influencing self-rated preparedness for graduate school: A survey of graduate students. Teaching of Psychology, 29, 275-281.
7.
KiernieskyN. C. (2005). Undergraduate research in small psychology departments: Two decades later. Teaching of Psychology, 32, 84-90.
8.
LipkusI. (1991). The construction and preliminary validation of a global belief in a just world scale and the exploratory analysis of the multidimensional belief in a just world scale. Personality and Individual Differences, 12, 1171-1178.
9.
ReynoldsW. M. (1982). Development of reliable & valid short forms of the MCSDS. Journal of Clinical Psychology, 38, 119-125.
10.
RichardsonC. (1999). Batos, Bolillos, Pochos and Pelados: Class and culture on the South Texas border. Austin, TX: University of Texas Press.
11.
RichardsonC.ResendizR. (2006). On the edge of the law: Culture, labor and deviance on the South Texas border. Austin, TX: University of Texas Press.
12.
RogersD. L.KranzP. L.FergusonC. J. (2012). A strategy for involving undergraduates in research. Journal of Hispanic Higher Education, 11, 54-65.
13.
SadlerT.McKinneyL. (2010). Scientific research for undergraduate students: A review of the literature. Journal of College Science Teaching, 39(5), 43-49. Retrieved from http://vnweb.hwwilsonweb.com
14.
SantiagoD. A. (2011). Excelencia in education: Roadmap for ensuring America’s future by increasing Latino college completion. Washington, DC: Excelencia in Education. Retrieved from http://www.edexcelencia.org/initiatives/EAF/Roadmap
15.
SchindlerV. P. (2011). Using service-learning to teach mental health and research skills. Occupational Therapy in Health Care, 25, 54-64. doi:10.3109/07380577.2010.519430
16.
SeymourE.HunterA.LaursenS.DeantoniT. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study. Science Education, 88, 493-534. doi:10.1002/sce.10131.
17.
WareM.BaduraA.DavisS. (2002). Using student scholarship to develop student research and writing skills. Teaching of Psychology, 29, 151-154.
