Disrupting, Affirming, Reflecting: How Critical Race Pedagogy Shapes Undergraduate Research for First‐Generation and Racially Minoritized Students

ABSTRACT Critical race pedagogy (CRP) calls for pedagogical approaches that not only acknowledge but also actively resist race‐neutral narratives, policies, and practices in education. In the context of undergraduate research (UR), CRP emphasizes the importance of creating research spaces where students of color can see their communities, histories, and epistemologies reflected and valued. This descriptive qualitative study explored how a CRP‐informed undergraduate research program impacted first‐generation and racially minoritized community college students. Findings revealed that the program design disrupted hegemonic curriculum practices by centering racialized identities, affirmed racially minoritized students through academic counter‐spaces, and engaged students in critical reflexivity as scholars. Recommendations for community college faculty and practitioners are provided.