使用批判种族混合方法探讨非裔美国大学生遭受种族微词的经历

IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Innovative Higher Education Pub Date : 2024-08-14 DOI:10.1007/s10755-024-09732-6
Jessica T. DeCuir-Gunby, Whitney N. McCoy, Stephen M. Gibson, Saba L. Modaressi, Andrea J. Macias
{"title":"使用批判种族混合方法探讨非裔美国大学生遭受种族微词的经历","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 &amp; 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 &amp; Plano Clark, 2017). The study uses Critical Race Theory (Bell, 1992; Ladson-Billings &amp; Tate in <i>Teachers College Record</i> 97, 47-68, 1995; Solórzano &amp; 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":null,"pages":null},"PeriodicalIF":2.2000,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"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 &amp; 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 &amp; Plano Clark, 2017). The study uses Critical Race Theory (Bell, 1992; Ladson-Billings &amp; Tate in <i>Teachers College Record</i> 97, 47-68, 1995; Solórzano &amp; 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\":null,\"pages\":null},\"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}","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

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。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

摘要图片

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
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.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Innovative Higher Education
Innovative Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
9.10%
发文量
46
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.
期刊最新文献
Investigating Belonging as a Mediator between Culturally Engaging Campus Environments and Satisfaction Improving Implementation of a Large-Scale Curriculum Redesign: An Innovative Approach to Balancing Fidelity and Agency Postdoctoral Scholars’ Emancipatory Strategies to Socialization through Agency Are Scientists Changing their Research Productivity Classes When They Move Up the Academic Ladder? Leading with Trust: How University Leaders can Foster Innovation with Educational Technology through Organizational Trust
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1