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How do programs work for different groups?
Can a Quantitative Critical Race Theory (QuantCrit) approach be applied to large-scale program evaluation study to address an important question—for whom does a program work?
Authors, Srinivasan, Cobian, Maccalla and Christie, examined data from the Enhance Diversity Study (EDS), an evaluation of a national biomedical training program, to understand the impacts of novel biomedical curriculum on women of color (WOC) undergraduate’s belief in their ability to conduct research, called research self-efficacy.
Theories show that development of self-efficacy can be bolstered through a mastery experience, verbal support, comparisons to others and self-perceptions1 but that social identities, like race/ethnicity or gender, can impact development.2 This study found differences in research self-efficacy when considering the intersections of race/ethnicity and gender.
Read “Evaluating a National Biomedical Training Program Using QuantCrit: Revealing Disparities in Research Self-efficacy for Women of Color Undergraduates” to learn more about those differences for WOC undergraduates, the application of Quantitative Critical Race Theory (QuantCrit) approach to program evaluation, and implications for further research.
1 Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191. Medline
2 Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751–796. Google Scholar
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The Diversity Program Consortium Coordination and Evaluation Center at UCLA is supported by Office of the Director of the National Institutes of Health / National Institutes of General Medical Sciences under award number U54GM119024.
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