Application of Mixed-Methods Approaches to Higher Education and Intersectional Analyses

Autor/inn/en	Griffin, Kimberly A.; Museus, Samuel D.
Titel	Application of Mixed-Methods Approaches to Higher Education and Intersectional Analyses
Quelle	In: New Directions for Institutional Research, (2011) 151, S.15-26 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0579
DOI	10.1002/ir.396
Schlagwörter	Higher Education; Research Methodology; Statistical Analysis; Researchers; Self Concept; Institutional Research; Research Problems; Qualitative Research; Guidelines; College Students; Student Characteristics; Research Design; Educational Research + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Research method; Forschungsmethode; Statistische Analyse; Researcher; Forscher; Selbstkonzept; Institutionelle Forschung; Forschungskritik; Qualitative Forschung; Richtlinien; Collegestudent; Forschungsdesign; Bildungsforschung; Pädagogische Forschung
Abstract	In this article, the authors discuss the utility of combining quantitative and qualitative methods in conducting intersectional analyses. First, they discuss some of the paradigmatic underpinnings of qualitative and quantitative research, and how these methods can be used in intersectional analyses. They then consider how paradigmatic pragmatism informs mixed-methods research, which can be an alternative research strategy that mitigates some of the limitations of mono-method quantitative and qualitative studies of intersectionality in higher education. Next, they present important choices that researchers must make in designing mixed-method research, followed by descriptions of four mixed-methods designs that can be used in conducting intersectional analyses in postsecondary education. Finally, they discuss challenges that researchers who conduct mixed-methods intersectionality research might face and provide some recommendations to address those challenges. (Contains 1 table.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10