Evidence map›Paper›PMID 33884088›Full record

ArticleJournal of microbiology & biology education2021

Disparities in Remote Learning Faced by First-Generation and Underrepresented Minority Students during COVID-19: Insights and Opportunities from a Remote Research Experience.

Paul H Barber, Casey Shapiro, Molly S Jacobs, Leslie Avilez, Katherine I Brenner, Carmen Cabral, Monika Cebreros, Evan Cosentino, Candice Cross, Monica L Gonzalez and 11 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of microbiology & biology education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 20 papers.

0numbers the graph read from it
0cells of the map it votes in
20citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

20 citing papers in PubMed.

  1. Article
  2. Article
  3. Article
  4. Article
  5. Article
  6. Review
  7. Article
  8. Article
  9. Article
  10. Article
  11. Food Insecurity in Higher Education: A Contemporary Review of Impacts and Explorations of Solutions.International journal of environmental research and public health · 2023
    Review
  12. Article
  13. Article
  14. Article
  15. Building Trauma-Informed Approaches in Higher Education.Behavioral sciences (Basel, Switzerland) · 2022
    Review
  16. Reading Format Attitudes in the Time of COVID.Journal of academic librarianship · 2022
    Article
  17. Article
  18. Article
  19. Article
  20. Diving into research without wading through content: A skills-based cell biology course emphasizing the unknown.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology
    Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

21 authors.

Paul H BarberDepartment of Ecology & Evolutionary Biology, University of California Los Angeles, Los Angeles, CA 90095.
Casey ShapiroCenter for Educational Assessment, Center for the Advancement of Teaching, University of California Los Angeles, Los Angeles, CA 90095.
Molly S JacobsCenter for Educational Assessment, Center for the Advancement of Teaching, University of California Los Angeles, Los Angeles, CA 90095.
Leslie AvilezUCLA-HHMI Health Disparities and Environment Program, University of California Los Angeles, Los Angeles, CA 90095.
Katherine I BrennerUCLA-HHMI Health Disparities and Environment Program, University of California Los Angeles, Los Angeles, CA 90095.
Carmen CabralUCLA-HHMI Health Disparities and Environment Program, University of California Los Angeles, Los Angeles, CA 90095.
Monika CebrerosUCLA-HHMI Health Disparities and Environment Program, University of California Los Angeles, Los Angeles, CA 90095.
Evan CosentinoUCLA-HHMI Health Disparities and Environment Program, University of California Los Angeles, Los Angeles, CA 90095.
Candice CrossDepartment of Ecology & Evolutionary Biology, University of California Los Angeles, Los Angeles, CA 90095.
Monica L GonzalezUCLA-HHMI Health Disparities and Environment Program, University of California Los Angeles, Los Angeles, CA 90095.
Kaila T LumadaUCLA-HHMI Health Disparities and Environment Program, University of California Los Angeles, Los Angeles, CA 90095.
Alison T MenjivarUCLA-HHMI Health Disparities and Environment Program, University of California Los Angeles, Los Angeles, CA 90095.
Jennifer NarvaezUCLA-HHMI Health Disparities and Environment Program, University of California Los Angeles, Los Angeles, CA 90095.
Belinda OlmedaUCLA-HHMI Health Disparities and Environment Program, University of California Los Angeles, Los Angeles, CA 90095.
Rebecca PhelanUCLA-HHMI Health Disparities and Environment Program, University of California Los Angeles, Los Angeles, CA 90095.
Destiney PurdyUCLA-HHMI Health Disparities and Environment Program, University of California Los Angeles, Los Angeles, CA 90095.
Saima SalamUCLA-HHMI Health Disparities and Environment Program, University of California Los Angeles, Los Angeles, CA 90095.
Leah SerranoUCLA-HHMI Health Disparities and Environment Program, University of California Los Angeles, Los Angeles, CA 90095.
Miguel J VelascoUCLA-HHMI Health Disparities and Environment Program, University of California Los Angeles, Los Angeles, CA 90095.
Erick Zerecero MarinDepartment of Ecology & Evolutionary Biology, University of California Los Angeles, Los Angeles, CA 90095.
Marc Levis-FitzgeraldCenter for Educational Assessment, Center for the Advancement of Teaching, University of California Los Angeles, Los Angeles, CA 90095.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The COVID-19 pandemic forced an unprecedented shift to remote instruction across higher education, reducing access to critically important undergraduate research experience and potentially magnifying inequities faced by first-generation and underrepresented minority (URM) students in higher education. Through a novel course-based undergraduate research experience (CURE) at UCLA, delivered completely online, results of a unique, student-generated survey showed that the transition to remote learning was challenging for all students, increasing student workload, decreasing ability to focus on school, and limiting their ability to succeed. However, results showed significant disparities in remote learning that disproportionately impacted URM and first-generation students. These students had significantly greater expectations to help siblings with remote learning,; URM and first-generation students also suffered greater economic and food insecurity related to COVID-19. At the same time, this study demonstrates how student voices in survey development provide novel and actionable insights. While access to CUREs is often limited by laboratory space, by focusing on the research process, rather than specific laboratory skills, this study provides a scalable pedagogical model for remote undergraduate research experiences. Importantly, this model fostered student engagement and increased interest in further undergraduate research, including topics not directly related to the subject of this study, suggesting that online CUREs can be effective and impactful.

Identifiers

PMID33884088
PMCPMC8046656

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.