Your Research-Based Proof

Who This Is For
10th grade to PhD learners—especially Latinas, Afro-Latinas, and Black women and girls—who want to strengthen their thinking, writing, and evidence-building skills while learning to navigate online sources critically and confidently.
This is for the learner who has ideas…
but wants to back them up with proof.

Purpose
This module helps learners build execution skills by:

• Identifying a focused research question
• Evaluating and selecting credible online sources
• Writing a short research-based paper
• Practicing digital literacies (asking questions, note-taking, evaluating credibility, justifying decisions, citing sources)
• Publishing or archiving a completed draft as portfolio evidence

The goal is not a 20-page thesis.
The goal is evidence-based thinking made visible.

Portfolio Evidence
By the end, learners will have:

• 1 completed research paper (3–6 pages OR 1,000–1,500 words depending on level)
• 4–6 credible online sources cited
• 1 annotated bibliography (brief notes on each source)
• 1 reflection caption (“what I discovered / what changed my thinking / what I would research next”)

Learning Objective
By the end of this module, you will:
Formulate a focused research question, evaluate and synthesize credible online sources, and write a structured research paper that clearly presents an evidence-based argument relevant to your personal, academic, or professional interests.

“Research Is Power”
​The library was quieter today.

Jasmine stared at her blank Google Doc.
Title: Technology and Inequality
Cursor blinking.
Nothing else.

Jasmine: “I don’t even know where to start. There’s so much information online. I Google something and it’s like… 10 million results.”

Tia pulled up a chair.

Tia: “I went to a research-based university. Let me tell you something—just because someone has a title doesn’t mean they’re teaching you how to research well. Sometimes you have to learn the structure yourself.”

Jasmine looked up.

Tia continued: “Research isn’t copying information. It’s asking a better question.”
Across the table, Ebony chimed in.

Ebony: “I do legislative research for clients. I can’t just Google and paste. I have to know: Who wrote this? When? Who benefits from this policy? Research is about impact.”

Nadine leaned in, thoughtful as always.

Nadine: “When I moved into human interaction design, I had to understand what people feel and need. Research is curiosity structured. It’s asking, ‘Why?’ and actually listening to the answer.”

Nicole Bakula smiled.

Nicole: “As a UX researcher, my job is literally to discover the ‘why’ behind what people do. If you tell me your favorite app, I want to know why you love it. What problem does it solve? What experience does it create? That’s research.”

She paused.

Nicole: “And as minorities? We already research. We ask each other: ‘Did that happen to you too?’ That’s qualitative research. We just have to bring it into professional spaces.”

Jazmin nodded energetically.

Jazmin: “I loved research. I didn’t even know it was my strength at first—writing, reading, analyzing. But it was research that helped me position myself. I once read a book about immigrant communities that finally explained my family’s story. Research gave language to my experience.”

Sharlene crossed her arms thoughtfully.

Sharlene: “Research is also about understanding community. If you want to build programs or market to Latino communities, you need to know who they are. Numbers alone aren’t enough. Context matters.”

Njoki added softly:

Njoki: “I research all the time—Google for products, scroll to understand trends, read articles to stay updated. But the difference between scrolling and research? Intention.”

Jasmine exhaled.

Jasmine: “So it’s not about finding everything. It’s about finding what answers my question.”

Tia smiled.

Tia: “Exactly. So don’t write ‘Technology and Inequality.’ That’s too big. Try this:
‘How does access to digital tools reduce educational inequality in small communities?’”

Jasmine’s fingers started moving.

Nicole leaned over:

Nicole: “There is always space for you at the research table. Take it.”

​And for the first time, Jasmine didn’t feel overwhelmed.
She felt focused.
Research had entered the room.

Module Activities: Ask → Investigate → Write → Justify → Archive
Step 1 — Narrow Your Research Question (15 minutes)
Too broad:

• “Technology and inequality”
• “Women in tech”

Focused:

• “How does access to technology reduce educational gaps in metropolitan communities?”
• “How do UX research practices improve accessibility for minority users?”
• “How does after-school programming centered on global history affect identity development?”

Execution rule:
If your question cannot be answered in 5–7 pages, it’s too broad.

Step 2 — Source Sprint: Find 6 Sources (30 minutes)
Find:

• 2 scholarly sources (.edu, Google Scholar, peer-reviewed articles)
• 2 reputable news or research organizations
• 1 data source (Pew, Census, policy report)
• 1 community perspective (interview, blog by expert, nonprofit report)

Use the “Verify Then Trust” protocol:

• Who wrote it?
• When was it published?
• Who funded it?
• Is it biased?
• Does it cite evidence?
  
  

Research With Responsibility
Research is not just about collecting information.
It is about how knowledge is created, whose voices are centered, and how stories are told.

Historically, research has sometimes excluded, misrepresented, or harmed communities of color. As emerging researchers, especially as Latinas, Afro-Latinas, and Black women and girls, we approach research differently — with care, context, and accountability.

Before you begin writing, pause and reflect:
Ask Yourself:

• Who is being studied in my sources?
• Are these voices speaking for themselves, or are others speaking about them?
• Are the communities represented with dignity and nuance?
• Does this research acknowledge systemic factors (history, policy, power)?
• Am I including perspectives from people who share lived experience with this issue?

Ethical Commitments for This Module:

• I will verify the credibility of my sources.
• I will not misquote or distort evidence to fit my argument.
• I will acknowledge complexity instead of oversimplifying.
• I will consider how my research could impact real people.
• I will center humanity, not just statistics.

Research is not about proving you are right.
It is about seeking truth with integrity.

As Nicole reminds us, minorities often approach research differently — we check in with community, we ask, “Did you experience this too?” That instinct is powerful. Bring that awareness into your academic and professional writing.

When you research with responsibility, you are not just completing an assignment.
You are practicing ethical leadership.

Optional Reflection Prompt (for high school learners)
“What responsibility do I have when I write about this topic?”

Step 3 — Annotate Before You Write (30 minutes)
For each source, write:

• Main claim:
• Key evidence:
• How it connects to my question:
• One quote I might use:

This prevents copy-paste writing.

Step 4 — Draft Structure (Build Sprint 1 – 40 minutes)
Use this scaffold:
Title
Introduction

• Hook
• Context
• Research question
• Thesis statement

Body Paragraphs (3–4)

• Claim
• Evidence (with citation)
• Explanation (Why it matters)

Conclusion

• What this means
• Why it matters for community
• What should happen next

Step 5 — Cite + Justify (20 minutes)
Choose citation style (MLA, APA, Chicago).
Write one sentence:
“I structured my argument this way because…”
That is metacognitive execution.
It means you are paying attention to your own thinking—understanding why you organized your ideas a certain way and how you chose to support your argument.

Step 6 — Reflection Caption (10 minutes)

• What I discovered:
• What changed my thinking:
• What I would research next:

Deliverables Checklist

• Completed research paper draft
• 4–6 credible sources cited
• Annotated notes
• Reflection caption

Mini Rubric (Portfolio-Based Evidence)
Complete (Meets Goal)

• Clear research question
• Evidence cited
• Structured argument
• Reflection included

Strong (Beyond Goal)

• Nuanced argument
• Clear synthesis across sources
• Community lens included
• Cultural awareness present
• Revision after feedback

Instructor/Facilitator Notes
​For 10th–12th Grade:

• Provide 3 sample research questions
• Provide 2 pre-vetted scholarly sources
• Use shorter 3-page structure

For College/PhD:

• Encourage synthesis across disciplines
• Require 1 counterargument section
• Encourage public-facing research translation (blog summary version)