Jessica T. DeCuir-Gunby, Whitney N. McCoy, Stephen M. Gibson, Saba L. Modaressi, Andrea J. Macias
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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. 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引用次数: 0
摘要
社会公正或批判性混合方法研究方法匮乏,尤其是在高等教育领域。批判性种族混合方法(Critical Race Mixed Methodology,CRMM)是一种批判性混合方法研究,它结合了批判性种族理论(Critical Race Theory,CRT)和混合方法研究(DeCuir-Gunby,载于《教育心理学家》55,244-255,2020 年)。然而,高等教育研究中的 CRMM 例子有限(Johnson & Strayhorn in Journal of Diversity in Higher Education 16, 539-553, 2023)。我们的研究通过对非裔美国大学生的种族微冒犯经历进行解释性顺序混合方法探索,进一步落实了 CRMM,其中定性研究结果被用于扩展定量研究结果(Creswell & Plano Clark,2017 年)。本研究采用批判种族理论(Bell,1992;Ladson-Billings & Tate in Teachers College Record 97, 47-68,1995;Solórzano & Huber, 2020),重点研究非裔美国大学生在历史性白人院校(HWIs)中的种族微冒犯经历如何影响他们的种族认同和归属感。定量研究结果(n = 97)表明,当学生遭遇种族微攻击时,私人关注(种族身份)保护了他们的归属感。定性研究结果(n = 15)探讨了学生在遭遇种族微冒犯时的经历,重点关注他们的归属感。通过讨论,我们推进了混合方法在高等教育研究中的应用,以更好地了解非裔美国大学生的种族化经历,并展示了如何利用 CRMM 整合定量和定性研究结果。
Using Critical Race Mixed Methodology to Explore African American College Students’ Experiences with Racial Microaggressions
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.