Jessica T. DeCuir-Gunby, Whitney N. McCoy, Stephen M. Gibson, Saba L. Modaressi, Andrea J. Macias
{"title":"Using Critical Race Mixed Methodology to Explore African American College Students’ Experiences with Racial Microaggressions","authors":"Jessica T. DeCuir-Gunby, Whitney N. McCoy, Stephen M. Gibson, Saba L. Modaressi, Andrea J. Macias","doi":"10.1007/s10755-024-09732-6","DOIUrl":null,"url":null,"abstract":"<p>There is a dearth of social justice or critical mixed methods research approaches, particularly in higher education. Critical Race Mixed Methodology (CRMM) is a type of critical mixed methods research that combines Critical Race Theory (CRT) and mixed methods research (DeCuir-Gunby in <i>Educational Psychologist</i> 55, 244-255, 2020). However, there are limited examples of CRMM within higher education research (Johnson & Strayhorn in <i>Journal of Diversity in Higher Education</i> 16, 539-553, 2023). Our study further operationalizes CRMM through the explication of an explanatory sequential mixed methods exploration of African American college students’ experiences with racial microaggressions, where the qualitative findings are used to expand upon the quantitative findings (Creswell & Plano Clark, 2017). The study uses Critical Race Theory (Bell, 1992; Ladson-Billings & Tate in <i>Teachers College Record</i> 97, 47-68, 1995; Solórzano & Huber, 2020) to focus on how African American college students’ experiencing of racial microaggressions influences their racial identity and feelings of belonging in historically white institutions (HWIs). The quantitative findings (<i>n</i> = 97) indicated that private regard (racial identity) protected students’ sense of belonging when experiencing racial microaggressions. The qualitative findings (<i>n</i> = 15) explored students’ stories regarding their experiences with racial microaggressions, focusing on their feelings of belonging. Through our discussion, we advance the use of mixed methods in higher education research to better understand the racialized experiences of African American college students and demonstrate how CRMM can be used to integrate quantitative and qualitative findings.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"97 1","pages":""},"PeriodicalIF":2.2000,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Innovative Higher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s10755-024-09732-6","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
There is a dearth of social justice or critical mixed methods research approaches, particularly in higher education. Critical Race Mixed Methodology (CRMM) is a type of critical mixed methods research that combines Critical Race Theory (CRT) and mixed methods research (DeCuir-Gunby in Educational Psychologist 55, 244-255, 2020). However, there are limited examples of CRMM within higher education research (Johnson & Strayhorn in Journal of Diversity in Higher Education 16, 539-553, 2023). Our study further operationalizes CRMM through the explication of an explanatory sequential mixed methods exploration of African American college students’ experiences with racial microaggressions, where the qualitative findings are used to expand upon the quantitative findings (Creswell & Plano Clark, 2017). The study uses Critical Race Theory (Bell, 1992; Ladson-Billings & Tate in Teachers College Record 97, 47-68, 1995; Solórzano & Huber, 2020) to focus on how African American college students’ experiencing of racial microaggressions influences their racial identity and feelings of belonging in historically white institutions (HWIs). The quantitative findings (n = 97) indicated that private regard (racial identity) protected students’ sense of belonging when experiencing racial microaggressions. The qualitative findings (n = 15) explored students’ stories regarding their experiences with racial microaggressions, focusing on their feelings of belonging. Through our discussion, we advance the use of mixed methods in higher education research to better understand the racialized experiences of African American college students and demonstrate how CRMM can be used to integrate quantitative and qualitative findings.
期刊介绍:
Innovative Higher Education is a refereed scholarly journal that strives to package fresh ideas in higher education in a straightforward and readable fashion. The four main purposes of Innovative Higher Education are: (1) to present descriptions and evaluations of current innovations and provocative new ideas with relevance for action beyond the immediate context in higher education; (2) to focus on the effect of such innovations on teaching and students; (3) to be open to diverse forms of scholarship and research methods by maintaining flexibility in the selection of topics deemed appropriate for the journal; and (4) to strike a balance between practice and theory by presenting manuscripts in a readable and scholarly manner to both faculty and administrators in the academic community.