Course-Based Undergraduate Research Experience (CURE): An Equity Intervention in Criminology Education?

Course-Based Undergraduate Research Experiences (CUREs) expand access to high-impact learning, particularly for students historically excluded from faculty-mentored research. This study evaluates a CURE implemented in three large-enrollment introductory criminology courses, focusing on technology to prevent campus sexual assault (CSA) and support survivors. Using a pre/posttest survey design, we measured changes in students’ confidence, knowledge, and attitudes toward future research. Results indicate overall gains in research confidence and competence, but with significant variation across demographic groups. First-generation students showed the most substantial increases in perceived research ability, confidence, and understanding of the research process, while students of color demonstrated more modest benefits compared to white peers. These discrepancies highlight the need for culturally responsive pedagogical design, suggesting that expanding research access alone is insufficient to ensure equity. This study contributes to inclusive pedagogy literature and offers guidance for criminology educators designing research experiences that serve diverse undergraduate learners.