Queer Quantitative Query: Sexual Orientation in Higher Education Surveys

Autor/in	Garvey, Jason C.
Titel	Queer Quantitative Query: Sexual Orientation in Higher Education Surveys
Quelle	In: Journal of College Student Development, 60 (2019) 4, S.495-501 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	College Students; Sexual Orientation; LGBTQ People; Student Surveys; Data Collection; Research Methodology; Teacher Surveys; Postsecondary Education; Student Experience; Higher Education; College Faculty; Beginning Postsecondary Students Longitudinal Study; College Student Experiences Questionnaire; Current Population Survey; National Education Longitudinal Study of 1988 (NCES); National Survey of Postsecondary Faculty; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Collegestudent; Sexuelle Orientierung; Schülerbefragung; Data capture; Datensammlung; Research method; Forschungsmethode; Post-secondary education; Tertiäre Bildung; Studienerfahrung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät
Abstract	To promote inclusivity in quantitative research about lesbian, gay, bisexual, and queer (LGBQ) students, scholars must first understand how sexual orientation data are collected in higher education survey research (Garvey, 2014; Rankin & Garvey, 2015). There is one research question that guides this study: How is sexual orientation demographic information operationalized and collected in prevalent higher education quantitative surveys? To address the question, the author utilized Garvey's (2014) catalog of higher education survey instruments used three or more times within tier-1 higher education journals from 2010 through 2012. He acquired copies of the most widely used higher education survey instruments and subsequently conducted a detailed, directed assessment of the surveys (Hsieh & Shannon, 2005), concentrating on the prevalence and operationalization of sexual orientation in demographic questions. His analysis focused on (1) whether the survey included a question/item about sexual orientation; and, if so, (2) how the question/item was written, paying specific attention to question stems, response options, and formatting. Results reveal several insights regarding sexual orientation representativeness and operationalization in higher education survey instruments. The most important of these insights is the absence of sexual orientation data collection across federal higher education surveys, especially considering the importance of these instruments in advancing policies and practices in higher education (Wells & Stage, 2015). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01