Oral Presentations and Performances: Session I
Project Type
Presentation
Faculty Mentor’s Full Name
Hannah Knipp
Faculty Mentor’s Department
School of Social Work
Additional Mentor
Sarah Reese sarah.reese@mso.umt.edu
Abstract / Artist's Statement
Social work is not generally seen as a research-based field, yet social workers rely on evidence-based practices to address clients’ needs (Council on Social Work Education [CSWE], 2022; National Association of Social Workers [NASW], 2021). Research has shown that social work students often avoid research due to disinterest or anxiety (Gredig et al., 2022). Professors typically favor master’s-level students, providing few hands-on research opportunities for undergraduates (Inoue et al., 2017; Sidell, 2007). This creates a gap in understanding undergraduate experiences.
This qualitative study explores the experiences of 5 undergraduate research assistants in the social work department at The University of Montana, focusing on factors that motivated them to engage in research and how their expectations aligned with the realities of the role. Participants engaged in a single focus group lasting 49 minutes, and I participated as both researcher and peer. During the session, they discussed their initial interest in research, shared mentors who shaped their engagement, reflected on research class experiences, offered critiques, and described the tasks they perform as research assistants.
The deidentified focus group transcript is currently being analyzed for themes using thematic coding. Emerging themes highlight tensions in participants’ experiences of “access to research opportunities” and their “perception of research class structure,” pointing to possible challenges in undergraduate research participation. These emerging themes suggest that both access to research and course structure influence student engagement in research. Implications for social work education include the need for intentional mentorship and structural support to foster research participation.
Category
Social Sciences
Inside the Study: A Meta-Exploration of Undergraduate RA Experiences in Social Work
UC 330
Social work is not generally seen as a research-based field, yet social workers rely on evidence-based practices to address clients’ needs (Council on Social Work Education [CSWE], 2022; National Association of Social Workers [NASW], 2021). Research has shown that social work students often avoid research due to disinterest or anxiety (Gredig et al., 2022). Professors typically favor master’s-level students, providing few hands-on research opportunities for undergraduates (Inoue et al., 2017; Sidell, 2007). This creates a gap in understanding undergraduate experiences.
This qualitative study explores the experiences of 5 undergraduate research assistants in the social work department at The University of Montana, focusing on factors that motivated them to engage in research and how their expectations aligned with the realities of the role. Participants engaged in a single focus group lasting 49 minutes, and I participated as both researcher and peer. During the session, they discussed their initial interest in research, shared mentors who shaped their engagement, reflected on research class experiences, offered critiques, and described the tasks they perform as research assistants.
The deidentified focus group transcript is currently being analyzed for themes using thematic coding. Emerging themes highlight tensions in participants’ experiences of “access to research opportunities” and their “perception of research class structure,” pointing to possible challenges in undergraduate research participation. These emerging themes suggest that both access to research and course structure influence student engagement in research. Implications for social work education include the need for intentional mentorship and structural support to foster research participation.