Resistance and attraction to research education with a gender perspective in undergraduate social work students

Abstract

The need to advance in scientific research education among undergraduate social work students is a challenge for the development of the field as a science. This paper presents the findings of a qualitative research study conducted in the framework of an innovative educational project carried out in a Spanish universityusing a social and cultural constructivist approach in both processes. Resistance and attraction toresearch education with a gender perspective is analyzedbased on the self-reflections of 129 students. Resistance to research education arises from a lack of knowledge, fear, the effort required to learn to do research and the lack of utility attributed to research with a gender perspective. However, students’ attraction to research education progressively increases due to the competencies acquired and the career opportunities such education provides. To strengthen the connection between theory, research and action in degree programs in this field, it is necessary to engage students and incorporate their voices in assessing learning outcomes, as well as to rethink and revise teaching methods.