Increasing Diversity in Higher Education Quantitative and Qualitative Research

What is the injustice we are solving?
University statistics courses tend to be lecture-based and computation-heavy with limited real-world application, where students struggle to see the relevance of learning statistics (Allen et al., 2012). Students with limited mathematical preparation often experience math-phobia, a low sense of belonging in the field, and poor academic performance (Tishkovskaya & Lancaster, 2012). Poor academic performance, especially for URM, can affect students’ sense of self-efficacy, scientific identity, persistence, and retention (Peters, 2014). These findings tend to be consistent for students with disabilities, females, and individuals who identify as gender non-conforming (Peters, 2014). Therefore, we created a course that equips students with quantitative, qualitative, and data visualization skills. In this course, students apply these concepts to produce a project. We aim to create a unique space where all students can have weekly support and validation in developing their own research projects

Peace first mentorship and funds can help us improve our work and design ways to showcase students’ work.

Our Compassionate Solution
To solve this injustice of
low numbers of underrepresented minority students and women in data science and research
we will address
the lack of spaces provided to underrepresented minority students and women on research
teaching a quantitative and qualitative research methods course where students can have support and validation in developing their own research projects
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