Darris R. Means, Collette Chapman-Hilliard, Donnie Lindsey, Ciara H. Page, Briana Hayes, Destiny Mann
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A Mixed Methods, Critical, Participatory Approach for Studying Rural Black Youth’s Postsecondary Education Access and Opportunity
While researchers have used qualitative and quantitative methods to study postsecondary education access opportunity for rural Black youth, the use of critical mixed methods approaches to examine postsecondary education inequities for rural Black youth is unrealized. The purpose of this paper is to highlight lessons learned in using equity-centered, participatory approaches to study postsecondary education access and opportunity for rural Black youth and to develop a critical, asset-based scale to quantitatively investigate postsecondary education opportunity and access for rural Black youth. This study is informative for researchers seeking to develop critical, asset-based measures and instruments, and for educators and policymakers seeking to attend to place-based and racial educational inequities.
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.