Before stepping foot in the classroom, I think about how best to present course material to facilitate students’ development of a critical lens and tools to address pressing social justice issues. My overarching goal as an instructor of psychological research methods is to incorporate interdisciplinary and feminist perspectives into my courses that use (for the most part) mainstream textbooks on research methods and statistics. I ask myself—how can I connect the methodological approaches that are core to psychology to everyday lived experiences? Where do I see examples of psychological concepts at work in popular media? How can I actively engage students to develop an understanding of how sociopolitical inequalities shape their interpretations of the world and impact their own lives? Through this thought process, my aim is for students to develop a framework for conducting science that includes different standpoints and explores connections that are not always apparent. Pedagogical approaches that are student-focused and aimed at changing their conceptual frameworks yield deeper learning compared to approaches that focus on information transmission (e.g., Trigwell, 2013; Trigwell & Prosser, 1996). Specifically, allowing time for students to discuss their beliefs on a given topic and to self-direct their learning process can have profound effects on learning. To structure my classroom as a space for self-directed learning and collaboration (Capobianco, 2007; Ironside, 2003), instruction time is organized, so that students are actively engaging with each other as much as they are engaging with me. Moreover, to facilitate learning that challenges assumptions about gender and the ways in which we view “what is normal behavior” toward women, I design research methods activities that involve critical reflection (Fernández-Balboa, 1998). That is, students actively engage with empiricism and feminism by examining what seems evident and “normal” as well as critically examine assumptions regarding gender, sexuality, race, and inequity. Given that scientists operate within a broader sexist culture, it would be challenging to believe scientists—especially students learning methods for the first time—are immune to sexist bias. As such, a goal of the present teaching exercise is to provide a starting point for students to engage in critical self-examination about how sexist bias may filter research practices. As an illustrative example of how I use a feminist-centered approach to teach core research methods concepts, below, I outline the aims and details of how to replicate one of my students’ favorite activities. This activity ties together concepts of operational definitions, observation, and inter-rater reliability through coding of “creepy” behaviors in a Saturday Night Live short video produced by The Lonely Island (2011), featuring Nicki Minaj and John Waters (see https:// www.youtube.com/watch?v1⁄4tLPZmPaHme0). In the first part of the exercise, students are instructed to code observations of creepy behaviors without an operational definition. In the second part, students are provided information on genderbased harassment, stalking, and sexist humor and then re-do the exercise. Through this activity, students take an active role in judging behaviors (serving as an independent coder), comparing responses (inter-rater reliability and variability), and developing operational definitions. This exercise provides space for reflection to critically examine assumptions regarding gender, harassment, and sexism—with the goal of facilitating a shift in conceptual framework to cultivate a critical feminist empirical lens.

中文翻译：

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心理学研究方法：促进学生理解操作定义、观察和评估者间可靠性的女性主义练习

在踏入课堂之前，我会考虑如何最好地展示课程材料，以促进学生发展批判性镜头和工具来解决紧迫的社会正义问题。作为一名心理学研究方法讲师，我的首要目标是将跨学科和女权主义观点纳入我的课程中，这些课程使用（大部分）关于研究方法和统计的主流教科书。我问自己——我如何将心理学核心的方法论方法与日常生活经验联系起来？我在哪里可以看到流行媒体中起作用的心理学概念的例子？我怎样才能积极地让学生了解社会政治不平等如何影响他们对世界的解释并影响他们自己的生活？通过这个思考过程，我的目标是让学生开发一个框架来进行科学，其中包括不同的观点并探索并不总是很明显的联系。与专注于信息传输的方法相比，以学生为中心并旨在改变他们的概念框架的教学方法可以产生更深入的学习（例如，Trigwell，2013；Trigwell & Prosser，1996）。具体来说，让学生有时间讨论他们对特定主题的信念并自我指导他们的学习过程会对学习产生深远的影响。为了将我的课堂构建为自主学习和协作的空间（Capobianco，2007 年；Ironside，2003 年），我对教学时间进行了组织，以便学生们在与我互动的同时积极互动。而且，为了促进学习挑战关于性别的假设以及我们看待女性“什么是正常行为”的方式，我设计了涉及批判性反思的研究方法活动（Fernández-Balboa，1998）。也就是说，学生通过检查看似明显和“正常”的东西以及批判性地检查关于性别、性取向、种族和不平等的假设，积极参与经验主义和女权主义。鉴于科学家在更广泛的性别歧视文化中运作，很难相信科学家——尤其是第一次学习方法的学生——不受性别歧视偏见的影响。因此，本教学练习的目标是为学生提供一个起点，让他们参与关于性别歧视如何过滤研究实践的批判性自我检查。作为我如何使用以女权主义为中心的方法来教授核心研究方法概念的说明性示例，下面，我概述了如何复制学生最喜欢的活动之一的目标和细节。该活动通过对孤独岛（2011 年）制作的周六夜现场短视频中的“令人毛骨悚然”行为进行编码，将操作定义、观察和评分者间可靠性的概念联系在一起，其中包括 Nicki Minaj 和 John Waters（参见 https： / www.youtube.com/watch?v1⁄4tLPZmPaHme0)。在练习的第一部分，学生们被要求在没有操作定义的情况下对令人毛骨悚然的行为的观察进行编码。在第二部分，向学生提供有关基于性别的骚扰、跟踪和性别歧视幽默的信息，然后重新进行练习。通过这次活动，学生在判断行为（作为独立编码员）、比较反应（评分者间的可靠性和可变性）以及制定操作定义方面发挥积极作用。这个练习提供了反思的空间，以批判性地审查关于性别、骚扰和性别歧视的假设——目的是促进概念框架的转变，以培养批判性的女权主义经验视角。