Research Education in Community College Criminal Justice Programs: Attitudes, Anxiety, and Engagement

Research literacy is increasingly recognized as a core competency for criminal justice professionals, yet exposure to research methods remains limited at the associate degree level. Community colleges play a central role in preparing students for workforce entry and academic transfer, making early research education an important but understudied component of criminal justice curricula. This study examined research attitudes, research self-efficacy, research anxiety, perceived barriers, and willingness to participate in research among associate-level criminal justice students, with particular attention to early exposure through a required one-credit research course. Data was collected from 410 undergraduate students using an anonymous web-based survey administered across multiple semesters. Students generally reported positive attitudes toward research, and a majority expressed at least some willingness to participate in research activities. Exposure to the research course was associated with higher research self-efficacy but not significantly different research attitudes. Students also reported structural barriers, including limited time, opportunities, and methodological preparation. These findings highlight the potential value of experiential and institutional supports intended to promote research engagement.