Sense of Belonging and Self-Efficacy: How the Field School Experience Change Students’ Views of Their Abilities in Archaeology
Author(s): Carol E. Colaninno; Emily L. Beahm; Carl G. Drexler; Shawn P. Lambert; Cassidy Rayburn; Clark H. Sturdevant
Year: 2022
Summary
This is a poster submission presented at the 2022 annual meeting of the Society for Historical Archaeology.
Educational researchers have found that when undergraduate students participate in field-based learning, students frequently show increases in several socioemotional measures associated with positive learning outcomes including increases in self-efficacy and sense of belonging. We measured archaeological self-efficacy and sense of belonging among students before and after participation in an archaeological field school using modified, validated instruments. Our findings suggest that students enter field school with a pre-established sense of confidence in their abilities to do archaeology, as well as a sense that they belong in archaeology. Among our respondents, students show growth in these two measures from pre- to post-participation. These findings suggest that archaeological educators may consider creating more intentional interventions to strengthen students’ self-efficacy and sense of belonging in archaeology prior to their field school experience. Such interventions could position students for greater success earlier in their educational careers.
Cite this Record
Sense of Belonging and Self-Efficacy: How the Field School Experience Change Students’ Views of Their Abilities in Archaeology. Carol E. Colaninno, Emily L. Beahm, Carl G. Drexler, Shawn P. Lambert, Cassidy Rayburn, Clark H. Sturdevant. Presented at Society for Historical Archaeology, Philadelphia, PA. 2022 ( tDAR id: 469601)
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Contact(s): Society for Historical Archaeology