Rand, Jane 
ORCID: https://orcid.org/0000-0002-2314-6761
(2016)
Researching undergraduate social science research.
Teaching in Higher Education, 21 (7).
pp. 773-789.
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Abstract
The experience(s) of undergraduate research students in the social
sciences is under-represented in the literature in comparison to
the natural sciences or science, technology, engineering and
maths (STEM). The strength of STEM undergraduate research
learning environments is understood to be related to an
apprenticeship-mode of learning supported by more experienced
(post-graduate) peers, often through ongoing research projects.
Studies of undergraduate research reveal that this is not typical in
the social sciences, and students report facing specific challenges
to the development of their identities as researchers that include
fear, intellectual confusion and emotional unsettlement. This
paper examines how a social science learning environment,
designed as a research study itself, fostered beginning researchers
communities of practice, realised a distinct mode of apprenticing
based on peers’ similarly peripheral community membership, and
enabled students to reframe emotional unsettlement. It argues
that, effectively mediated, talk can powerfully improve
undergraduate social science research students’ experiences.
| Item Type: | Article |
|---|---|
| Additional Information: | This is an Accepted Manuscript of an article published by Taylor & Francis Group in Teaching in Higher Education on 11/05/2016, available online: http://www.tandfonline.com/doi/abs/10.1080/13562517.2016.1183621 |
| Status: | Published |
| DOI: | 10.1080/13562517.2016.1183621. |
| Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education |
| School/Department: | School of Education, Language and Psychology |
| URI: | https://ray.yorksj.ac.uk/id/eprint/1587 |
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