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Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning


Metadata FieldValueLanguage
dc.contributorCissy Ballen, mjb0100@auburn.eduen_US
dc.creatorBallen, Cissy J.
dc.creatorWieman, Carl
dc.creatorSalehi, Shima
dc.creatorSearle, Jeremy B.
dc.creatorZamudio, Kelly R.
dc.date.accessioned2019-08-07T15:27:19Z
dc.date.available2019-08-07T15:27:19Z
dc.date.created2017
dc.identifier10.1187/cbe.16-12-0344en_US
dc.identifier.urihttps://www.lifescied.org/doi/10.1187/cbe.16-12-0344en_US
dc.identifier.urihttp://hdl.handle.net/11200/49444
dc.description.abstractEfforts to retain underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) have shown only limited success in higher education, due in part to a persistent achievement gap between students from historically underrepresented and well-represented backgrounds. To test the hypothesis that active learning disproportionately benefits URM students, we quantified the effects of traditional versus active learning on student academic performance, science self-efficacy, and sense of social belonging in a large (more than 250 students) introductory STEM course. A transition to active learning closed the gap in learning gains between non-URM and URM students and led to an increase in science self-efficacy for all students. Sense of social belonging also increased significantly with active learning, but only for non-URM students. Through structural equation modeling, we demonstrate that, for URM students, the increase in self-efficacy mediated the positive effect of active-learning pedagogy on two metrics of student performance. Our results add to a growing body of research that supports varied and inclusive teaching as one pathway to a diversified STEM workforce.en_US
dc.formatPDFen_US
dc.publisherCollege of Arts and Sciences, Cornell Universityen_US
dc.relation.ispartofCBE-LIFE SCIENCES EDUCATIONen_US
dc.relation.ispartofseries1931-7913en_US
dc.rights© 2017. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/en_US
dc.subjectINTRODUCTORY BIOLOGYen_US
dc.subjectSTEREOTYPE THREATen_US
dc.subjectMINORITY-STUDENTSen_US
dc.subjectACHIEVEMENT GAPen_US
dc.titleEnhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learningen_US
dc.typeCollectionen_US
dc.type.genreJournal Article, Academic Journalen_US
dc.citation.volume16en_US
dc.citation.issue4en_US
dc.description.statusPublisheden_US
dc.description.peerreviewYesen_US
dc.creator.orcid0000-0002-4693-6117en_US

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