Undergraduate Research and Students with Learning Disabilities: Tensions Between the Exclusivity And Promise Of The Experience

Abstract

Undergraduate Research (UR) is a high-impact practice that results in positive outcomes for participants, such as improved academic skills and intellectual development as well as higher graduation rates and graduate school attendance. This research project compares the UR participation patterns of students with learning disabilities (LD) and their experiences engaging in UR settings to the signals displayed on UR websites. The project utilizes a mixed-methods design comprising four data sources and several analytical methods: content analysis of UR websites, quantitative analysis of institutional UR course data, and quantitative and qualitative analysis of survey data from 50 LD students and interview data from 4 LD students. UR websites feature text and imagery associated with prestige (achievement and competition), personal investment (commitment and unique benefits), and STEM fields. Students’ perceptions of UR participants and their course taking patterns mirrored those signals in some ways but not others. Students viewed UR as an activity for smart students who are involved and good at school, and the majority of actual participants were high achieving. Survey and interview respondents corroborated the benefits listed on UR websites. While participants with LD were underrepresented as UR participants, they reported positive experiences in UR settings, Their LD impacted their work to some extent, yet none disclosed their disability status or requested accommodations to avoid the stigma associated with learning disabilities. Non-participants with LD reported a lack of awareness, time, and confidence as the main reasons for not participating. These findings indicate the need to revise and expand the signals about UR to define it as an active learning process for students in all fields of study, not just STEM. Website content and outreach should specifically include representation of students who do not fit the traditional, high achieving norm. Additionally, faculty and staff should receive training on bias related to disability, Universal Design for Learning to create a more inclusive experience for LD students. Lastly, other university personnel and peer ambassadors should be trained to promote UR experience to a wider range of students.