The Theoretical Engagements of Scholarship on LGBTQ+ People in Higher Education: A Look at Research Published between 2009 and 2018

Autor/inn/en	Duran, Antonio; Jackson, Romeo; Lange, Alex C.
Titel	The Theoretical Engagements of Scholarship on LGBTQ+ People in Higher Education: A Look at Research Published between 2009 and 2018
Quelle	In: Journal of Diversity in Higher Education, 15 (2022) 3, S.380-391 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Duran, Antonio) ORCID (Jackson, Romeo) ORCID (Lange, Alex C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000284
Schlagwörter	LGBTQ People; Higher Education; Epistemology; Research Design; Theories; Educational Research; College Students; Social Justice + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Erkenntnistheorie; Forschungsdesign; Theory; Theorie; Bildungsforschung; Pädagogische Forschung; Collegestudent; Soziale Gerechtigkeit
Abstract	Using a content analysis approach, this study examined how scholarship on lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ+) people in higher education used theories to advance knowledge about these communities between 2009 and 2018. Guided by the concept of thinking with theory, the article explores the varying relationships that scholars developed between data and theoretical/epistemological traditions. In particular, the research project had a specific focus on how scholars mobilized critical and poststructural frameworks to shape literature on LGBTQ+ people. Findings revealed several important trends. Namely, there was a significant omission and lack of naming of epistemological foundations in research on LGBTQ+ people. Additionally, studies employing critical and poststructural frameworks increased during this period of time. Although the epistemologies represented in scholarship grew, few articles explicitly mentioned how their chosen theories/epistemologies informed every aspect of their study design. Implications for future research and practice are offered. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01