Hostname: page-component-745bb68f8f-v2bm5 Total loading time: 0 Render date: 2025-01-28T09:56:23.550Z Has data issue: false hasContentIssue false
  • English
  • Français

New Voices of Inquiry: How the Inclusive Classroom Catalyzes Innovative Research

Published online by Cambridge University Press:  29 August 2022

Elaine K. Denny Open the ORCID record for Elaine K. Denny [Opens in a new window] ,
Bianca Amechi ,
Alejandra Barajas Sanchez ,
Selma Corral Acosta ,
Gabriel De Pina ,
Jessica Frausto ,
Jackeline Meza ,
Elizabeth Meza Torres ,
Iven Morales  and
Ana Murillo
...Show all authors
Elaine K. Denny
Affiliation:
University of California, Merced, USA
Bianca Amechi
Affiliation:
University of California, Merced, USA
Alejandra Barajas Sanchez
Affiliation:
University of California, Merced, USA
Selma Corral Acosta
Affiliation:
University of California, Merced, USA
Gabriel De Pina
Affiliation:
University of California, Merced, USA
Jessica Frausto
Affiliation:
University of California, Merced, USA
Jackeline Meza
Affiliation:
University of California, Merced, USA
Elizabeth Meza Torres
Affiliation:
University of California, Merced, USA
Iven Morales
Affiliation:
University of California, Merced, USA
Ana Murillo
Affiliation:
University of California, Merced, USA
Beatrice Mae Ngo
Affiliation:
University of California, Merced, USA
Jocelyn Ngo
Affiliation:
University of California, Merced, USA
Karen Rodriguez
Affiliation:
University of California, Merced, USA
Annameuy Saechao
Affiliation:
University of California, Merced, USA
Jacquelyn Sanchez
Affiliation:
University of California, Merced, USA
Ashley Tulle Varela
Affiliation:
University of California, Merced, USA
Jacqueline Valdez
Affiliation:
University of California, Merced, USA
Alexa Valencia
Affiliation:
University of California, Merced, USA
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Structuring Inclusion into the Political Science Student Experience: From Recruitment to Completion, From Undergraduate to Graduate and Beyond
Information
PS: Political Science & Politics , Volume 56 , Issue 1 , January 2023 , pp. 170 - 177
Copyright
© The Author(s), 2022. Published by Cambridge University Press on behalf of the American Political Science Association

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Adler, Jerry. 2019. “Prison Reform: Can Architecture Make a Difference?” Architectural Record 207 (3): 83–88.Google Scholar
Ahalt, Cyrus, Haney, Craig, Ekhaugen, Kim, and Williams, Brie. 2020. “Role of a US–Norway Exchange in Placing Health and Well-Being at the Center of US Prison Reform.” American Journal of Public Health 110:S27–S29.CrossRefGoogle Scholar
Barkley, Elizabeth F., Major, Claire H., and Cross, K. Patricia. 2014. Collaborative Learning Techniques: A Handbook for College Faculty. Hoboken, NJ: John Wiley & Sons.Google Scholar
Bisin, Alberto, and Hyndman, Kyle. 2020. “Present-Bias, Procrastination, and Deadlines in a Field Experiment.” Games and Economic Behavior 119:339–57.CrossRefGoogle Scholar
Cataldi, Emily Forrest, Bennett, Christopher T., and Chen, Xianglei. 2018. “First-Generation Students: College Access, Persistence, and Post-Bachelor’s Outcomes.” Washington, DC: National Center for Education Statistics. https://nces.ed.gov/pubs2018/2018421.pdf.Google Scholar
Chang, Janet, Wang, Shu-wen, Mancini, Colin, McGrath-Mahrer, Brianna, and de Jesus, Sujey Orama. 2020. “The Complexity of Cultural Mismatch in Higher Education: Norms Affecting First-Generation College Students’ Coping and Help-Seeking Behaviors.” Cultural Diversity and Ethnic Minority Psychology 26 (3): 280.CrossRefGoogle Scholar
Chavez-Dueñas, Nayeli Y., Adames, Hector Y., and Organista, Kurt C.. 2014. “Skin-Color Prejudice and Within-Group Racial Discrimination: Historical and Current Impact on Latino/A Populations.” Hispanic Journal of Behavioral Sciences 36 (1): 3–26.CrossRefGoogle Scholar
de Jong, Ton. 2010. “Cognitive Load Theory, Educational Research, and Instructional Design: Some Food for Thought.” Instructional Science 38 (2): 105–34.CrossRefGoogle Scholar
Deslauriers, Louis, McCarty, Logan S., Miller, Kelly, Callaghan, Kristina, and Kestin, Greg. 2019. “Measuring Actual Learning Versus Feeling of Learning in Response to Being Actively Engaged in the Classroom.” Proceedings of the National Academy of Sciences 116 (39): 19251–57.Google Scholar
Fink, Angela, Cahill, Michael J., McDaniel, Mark A., Hoffman, Arielle, and Frey, Regina F.. 2018. “Improving General Chemistry Performance Through a Growth Mindset Intervention: Selective Effects on Underrepresented Minorities.” Chemistry Education Research and Practice 19 (3): 783–806.CrossRefGoogle Scholar
Fry, Regina, and Cilluffo, Anthony. 2019. “A Rising Share of Undergraduates Are from Poor Families, Especially at Less Selective Colleges.” Washington, DC: Pew Research Center.Google Scholar
Goedhart, Nicole S., Blignaut-van Westrhenen, Nadine, Moser, Christine, and Marjolein, B. M. Zweekhorst. 2019. “The Flipped Classroom: Supporting a Diverse Group of Students in Their Learning.” Learning Environments Research 22 (2): 297–310.CrossRefGoogle Scholar
Holland, Lauren. 2006. “Teaching and Learning in Diversity Classes: The Significance of Classroom Climate and Teacher Credibility.” Journal of Political Science Education 2 (2): 187–203. DOI:10.1080/15512160600669122.CrossRefGoogle Scholar
Hunter, Margaret. 2013. “The Consequences of Colorism.” In The Melanin Millennium: Skin Color as 21st Century International Discourse, ed. Hall, Ronald E., 247–56. Dordrecht, The Netherlands: Springer.Google Scholar
Hurlburt, Anita H. S. 2018. “Building Constructive Prison Reform on Norway’s Five Pillars, Cemented with Aloha.” Asian-Pacific Law & Policy Journal 19 (2): 194–260.Google Scholar
Jehangir, Rashné. 2010. “Stories as Knowledge: Bringing the Lived Experience of First-Generation College Students into the Academy.” Urban Education 45 (4): 533–53.CrossRefGoogle Scholar
Jessee, Stephen A. 2010. “Partisan Bias, Political Information, and Spatial Voting in the 2008 Presidential Election.” Journal of Politics 72 (2): 327–40.CrossRefGoogle Scholar
Kim, Young K., and Sax, Linda J.. 2009. “Student–Faculty Interaction in Research Universities: Differences by Student Gender, Race, Social Class, and First-Generation Status.” Research in Higher Education 50 (5): 437–59.Google Scholar
Krupat, Edward, Richards, Jeremy B., Sullivan, Amy M., Fleenor, Thomas J., and Schwartzstein, Richard M.. 2016. “Assessing the Effectiveness of Case-Based Collaborative Learning Via Randomized Controlled Trial.” Academic Medicine 91 (5): 723–29.CrossRefGoogle Scholar
Lopez, Mark H., Morin, Rich, and Taylor, Paul. 2010. “Illegal Immigration Backlash Worries, Divides Latinos.” October 28. Washington, DC: Pew Hispanic Center.Google Scholar
Mehta, Sanjay S., Newbold, John J., and O’Rourke, Matthew A.. 2011.“Why Do First-Generation Students Fail?” College Student Journal 45 (1): 20–36.Google Scholar
Owen, Diana. 2020. “Review of Breakthrough Strategies: Classroom-Based Practices to Support New Majority College Students.” Journal of Political Science Education 16 (1): 133–35.CrossRefGoogle Scholar
Rasmussen, Amy Cabrera. 2014. “Toward an Intersectional Political Science Pedagogy.” Journal of Political Science Education 10 (1): 102–16.CrossRefGoogle Scholar
Redford, Jeremy, and Hoyer, Kathleen Mulvaney. 2017. “First-Generation and Continuing-Generation College Students: A Comparison of High School and Postsecondary Experiences.” Washington, DC: National Center for Education Statistics. https://nces.ed.gov/pubs2018/2018009.pdf.Google Scholar
Reimer, Lynn C., Schenke, Katerina, Nguyen, Tutrang, O’Dowd, Diane K., Domina, Thurston, and Warschauer, Mark. 2016. “Evaluating Promising Practices in Undergraduate STEM Lecture Courses.” Russell Sage Foundation Journal of the Social Sciences 2 (1): 212–33.Google Scholar
Stephens, Nicole M., Townsend, Sarah S., Markus, Hazel Rose, and Phillips, L. Taylor. 2012. “A Cultural Mismatch: Independent Cultural Norms Produce Greater Increases in Cortisol and More Negative Emotions Among First-Generation College Students.” Journal of Experimental Social Psychology 48 (6): 1389–93.CrossRefGoogle Scholar
Supplementary material: File

Denny et al. supplementary material

Appendix

Download Denny et al. supplementary material(File)
File 25 KB