Penny A. Pasque – författare

Advancing Culturally Responsive Research and Researchers: Qualitative, Quantitative, and Mixed Methods　encourages readers to design and engage in methodologies and methods that place cultural relevancy at the center of inquiry. In doing so, it highlights the need to uplift voices and needs of people who have been historically marginalized in the environments that we both inhabit and engage in as part of knowledge construction.

The scholars whose work is featured in this volume take up research from different paradigmatic, ontological, epistemological, axiological, and methodological approaches – yet, with adherence to centering cultural responsiveness in all research decisions. Each chapter seeks to extend understandings of social inequities, methodologies, and/or methods – and to contribute to meaningful and evolving social change through innovative and cutting-edge research strategies. While doing this work, the authors illustrate and highlight the importance of researcher positions and reflexivity in supporting the expansion of culturally responsive approaches; they also do so while considering global sociopolitical conditions of this moment in time. The contributions to this volume were initially presented at the first biennial Advanced Methods Institute in 2021. The Institute was hosted by QualLab in The Ohio State University’s College of Education and Human Ecology and shared this volume’s thematic focus.

As a handbook, the volume can help faculty and advanced researchers with interest in doing culturally responsive projects to better understand frameworks, approaches, and considerations for doing so. It includes activities to support readers in developing said understandings.

Advancing Culturally Responsive Research and Researchers: Qualitative, Quantitative, and Mixed Methods　encourages readers to design and engage in methodologies and methods that place cultural relevancy at the center of inquiry. In doing so, it highlights the need to uplift voices and needs of people who have been historically marginalized in the environments that we both inhabit and engage in as part of knowledge construction.

The scholars whose work is featured in this volume take up research from different paradigmatic, ontological, epistemological, axiological, and methodological approaches – yet, with adherence to centering cultural responsiveness in all research decisions. Each chapter seeks to extend understandings of social inequities, methodologies, and/or methods – and to contribute to meaningful and evolving social change through innovative and cutting-edge research strategies. While doing this work, the authors illustrate and highlight the importance of researcher positions and reflexivity in supporting the expansion of culturally responsive approaches; they also do so while considering global sociopolitical conditions of this moment in time. The contributions to this volume were initially presented at the first biennial Advanced Methods Institute in 2021. The Institute was hosted by QualLab in The Ohio State University’s College of Education and Human Ecology and shared this volume’s thematic focus.

As a handbook, the volume can help faculty and advanced researchers with interest in doing culturally responsive projects to better understand frameworks, approaches, and considerations for doing so. It includes activities to support readers in developing said understandings.

Co-published with How do we interrupt the current paradigms of sexism in the academy? How do we construct a new and inclusive gender paradigm that resists the dominant values of the patriarchy? And why are these agendas important not just for women, but for higher education as a whole? These are the questions that these extensive and rich analyses of the historical and contemporary roles of women in higher education— as administrators, faculty, students, and student affairs professionals—seek constructively to answer. In doing so they address the intersection of gender and women’s other social identities, such as of race, ethnicity, sexual orientation, class, and ability. This book addresses the experiences and position of women students, from application to college through graduate school, and the barriers they encounter; the continuing inequalities in the rates of promotion and progression of women and other marginalized groups to positions of authority, and the gap in earnings between men and women; and pays particular attention to how race and other social markers impact such disparities, contextualizing them across all institutional types. Written collaboratively by an intergenerational group of women, men, and transgender people with different social identities, feminist perspectives, and professional identities— and who, in the process, built upon each other’s work—this volume constitutes a call to educators and scholars to work toward centering feminist and other marginalized perspectives in their practice and research in order to equitably address the evolving complexities of college and university life. Employing a wide range of theoretical lenses, examining a variety of models of practice, and giving voice to a diversity of personal experiences through narrative, this is a major contribution to the scholarship on women in higher education. This is a book for all women in the academy who want to better understand their experience, and to dismantle the remaining barriers of sexism and oppression—for themselves, and future generations of students. An ACPA Publication

This exciting new text examines one of the most important and yet elusive terms in higher education and society: What do we mean when we talk in a serious way about “diversity”? A distinguished group of diversity scholars explore the latest discourse on diversity and how it is reflected in research and practice. The chapters trace how the discourse on diversity is newly shaped after many of the 20th century concepts of race, ethnicity, gender and class have lost authority. In the academic disciplines and in public discourse, perspectives about diversity have been rapidly shifting in recent years. This is especially true in the United States where demographic changes and political attitudes have prompted new observations—some which will clash with traditional frameworks.This text brings together scholars whose research has opened up new ways to understand the complexities of diversity in higher education. Because the essential topic under consideration is changing so quickly, the editors of this volume also have asked the contributors to reflect on the paths their own scholarship has taken in their careers, and to see how they would relate their current conceptualization of diversity to one or more of three identified themes (demography, democracy and discourse). Each chapter ends with a candid graduate student interview of the author that provides an engaged picture of how the authors wrestle with one of the most complicated topics shaping them (and all of us) as individuals and as scholars. Of interest to anyone who is following the debates about diversity issues on our campuses, the book also offers a wonderful introduction to graduate students entering a discipline where critically important ideas are still very much alive for discussion.

What practices can researchers use to gain a more nuanced understanding of educational issues in the community and be part of the solution to those issues?Engaged Research and Practice is about two prevailing and complementary ideas that have surfaced in the higher education arena: engaged research and higher education for the public good. Engaged research is scholarship that not only attempts to open up new knowledge, but it does so with a sense that the new knowledge, insight and directions have a direct relationship to needs and problems within our communities, institutions, and policy arenas. Engaged, actionable, or participatory research and scholarship attempts to tackle the identified issues of our communities and society. This handbook offers important insights and tangible examples of how higher education leaders may work directly with communities and in policy settings to understand the deeper meanings often lost in conversations about educational opportunity. Each chapter addresses the ways in which faculty, community and administrative leaders may connect research and practice through unique research projects. The authors offer clear explanations of "how" their engaged research was conducted to illustrate explicit pathways for practitioners. This book also includes short narratives where authors involved with this research reflect on their experiences and the lessons they have learned while immersed in community and policy related work.

Co-published with How do we interrupt the current paradigms of sexism in the academy? How do we construct a new and inclusive gender paradigm that resists the dominant values of the patriarchy? And why are these agendas important not just for women, but for higher education as a whole? These are the questions that these extensive and rich analyses of the historical and contemporary roles of women in higher education— as administrators, faculty, students, and student affairs professionals—seek constructively to answer. In doing so they address the intersection of gender and women’s other social identities, such as of race, ethnicity, sexual orientation, class, and ability. This book addresses the experiences and position of women students, from application to college through graduate school, and the barriers they encounter; the continuing inequalities in the rates of promotion and progression of women and other marginalized groups to positions of authority, and the gap in earnings between men and women; and pays particular attention to how race and other social markers impact such disparities, contextualizing them across all institutional types. Written collaboratively by an intergenerational group of women, men, and transgender people with different social identities, feminist perspectives, and professional identities— and who, in the process, built upon each other’s work—this volume constitutes a call to educators and scholars to work toward centering feminist and other marginalized perspectives in their practice and research in order to equitably address the evolving complexities of college and university life. Employing a wide range of theoretical lenses, examining a variety of models of practice, and giving voice to a diversity of personal experiences through narrative, this is a major contribution to the scholarship on women in higher education. This is a book for all women in the academy who want to better understand their experience, and to dismantle the remaining barriers of sexism and oppression—for themselves, and future generations of students. An ACPA Publication

This exciting new text examines one of the most important and yet elusive terms in higher education and society: What do we mean when we talk in a serious way about “diversity”? A distinguished group of diversity scholars explore the latest discourse on diversity and how it is reflected in research and practice. The chapters trace how the discourse on diversity is newly shaped after many of the 20th century concepts of race, ethnicity, gender and class have lost authority. In the academic disciplines and in public discourse, perspectives about diversity have been rapidly shifting in recent years. This is especially true in the United States where demographic changes and political attitudes have prompted new observations—some which will clash with traditional frameworks.This text brings together scholars whose research has opened up new ways to understand the complexities of diversity in higher education. Because the essential topic under consideration is changing so quickly, the editors of this volume also have asked the contributors to reflect on the paths their own scholarship has taken in their careers, and to see how they would relate their current conceptualization of diversity to one or more of three identified themes (demography, democracy and discourse). Each chapter ends with a candid graduate student interview of the author that provides an engaged picture of how the authors wrestle with one of the most complicated topics shaping them (and all of us) as individuals and as scholars. Of interest to anyone who is following the debates about diversity issues on our campuses, the book also offers a wonderful introduction to graduate students entering a discipline where critically important ideas are still very much alive for discussion.

What practices can researchers use to gain a more nuanced understanding of educational issues in the community and be part of the solution to those issues?Engaged Research and Practice is about two prevailing and complementary ideas that have surfaced in the higher education arena: engaged research and higher education for the public good. Engaged research is scholarship that not only attempts to open up new knowledge, but it does so with a sense that the new knowledge, insight and directions have a direct relationship to needs and problems within our communities, institutions, and policy arenas. Engaged, actionable, or participatory research and scholarship attempts to tackle the identified issues of our communities and society. This handbook offers important insights and tangible examples of how higher education leaders may work directly with communities and in policy settings to understand the deeper meanings often lost in conversations about educational opportunity. Each chapter addresses the ways in which faculty, community and administrative leaders may connect research and practice through unique research projects. The authors offer clear explanations of "how" their engaged research was conducted to illustrate explicit pathways for practitioners. This book also includes short narratives where authors involved with this research reflect on their experiences and the lessons they have learned while immersed in community and policy related work.

This fascinating book provides a groundbreaking resource for innovative approaches to qualitative inquiry that address equity and justice and equip readers with tools to enact these approaches in their own work.

Comprising contributions from award-winning qualitative scholars, chapters show how methodologies can be employed to address social issues and problems from the social-political milieu including education, COVID-19, racial inequalities, health inequalities, climate change, and debates around gender diversity amongst others. This book offers the new and innovative paradigms, methodologies, and methods a cutting-edge group of scholars has crafted as well as the ‘how to’ so readers may employ these approaches in dissertations, grants, and various research team scholarship. Contributors reimagine the next generation of “rigorous” qualitative methodologies by pushing on the boundaries of existing methodological approaches as well as presenting new ways of engaging in research that prioritise innovation, equity and justice.

This unique edited volume is aimed at students and researchers studying or using qualitative methodologies and inquiry who wish to be exposed to emergent conceptualizations and innovations regarding qualitative research methodology and its congruent methods.

This fascinating book provides a groundbreaking resource for innovative approaches to qualitative inquiry that address equity and justice and equip readers with tools to enact these approaches in their own work.

Comprising contributions from award-winning qualitative scholars, chapters show how methodologies can be employed to address social issues and problems from the social-political milieu including education, COVID-19, racial inequalities, health inequalities, climate change, and debates around gender diversity amongst others. This book offers the new and innovative paradigms, methodologies, and methods a cutting-edge group of scholars has crafted as well as the ‘how to’ so readers may employ these approaches in dissertations, grants, and various research team scholarship. Contributors reimagine the next generation of “rigorous” qualitative methodologies by pushing on the boundaries of existing methodological approaches as well as presenting new ways of engaging in research that prioritise innovation, equity and justice.

This unique edited volume is aimed at students and researchers studying or using qualitative methodologies and inquiry who wish to be exposed to emergent conceptualizations and innovations regarding qualitative research methodology and its congruent methods.

Critical Qualitative Research and Social Justice is an encyclopedia-esque book that is a must have for any researcher interested in critical and social justice qualitative research.

It helps readers understand and navigate the labyrinthine of critical and social justice concepts available for qualitative research studies. The book focuses on critical, decolonial, transformative, critical interpretivist, participatory, or related approaches that disrupt dominant paradigms, unapologetically name issues of power, identify and overturn oppressive policies, and engage with communities in meaningful ways. There are 28 chapters that take up a different critical and/or social justice research concept and define it for readers. The chapters are not mutually exclusive but overlap and connect with each other. As such, readers can draw from different chapters as they create their own critical and/or social justice research designs.

This book will be of interest to researchers (faculty, institutional researchers, graduate students, nonprofit research or assessment people, etc.) across fields and disciplines who are interested in crafting quality research designs and making a concerted difference with their research.

Critical Qualitative Research and Social Justice is an encyclopedia-esque book that is a must have for any researcher interested in critical and social justice qualitative research.

It helps readers understand and navigate the labyrinthine of critical and social justice concepts available for qualitative research studies. The book focuses on critical, decolonial, transformative, critical interpretivist, participatory, or related approaches that disrupt dominant paradigms, unapologetically name issues of power, identify and overturn oppressive policies, and engage with communities in meaningful ways. There are 28 chapters that take up a different critical and/or social justice research concept and define it for readers. The chapters are not mutually exclusive but overlap and connect with each other. As such, readers can draw from different chapters as they create their own critical and/or social justice research designs.

This book will be of interest to researchers (faculty, institutional researchers, graduate students, nonprofit research or assessment people, etc.) across fields and disciplines who are interested in crafting quality research designs and making a concerted difference with their research.

Qualitative Inquiry in Higher Education Organization and Policy Research provides readers with the theoretical foundations and innovative perspectives for undertaking qualitative research to influence policy and practice discussions. Well-known chapter authors discuss innovative strategies for investigating complex problems, helping readers understand how research can consider the culture of the institution, administrative hierarchy, students, faculty, and external constituencies. From both an organizational and policy perspective, chapter pairings explore a range of methodologies, including ethnography, case study, critical qualitative inquiry, and the notion of "grit." This volume explores how qualitative inquiry can advance understanding of organizational inequities in higher education, and it offers graduate students and educational researchers the tools to improve the organizational function of institutions while contributing to meaningful change.

Qualitative Inquiry in Higher Education Organization and Policy Research provides readers with the theoretical foundations and innovative perspectives for undertaking qualitative research to influence policy and practice discussions. Well-known chapter authors discuss innovative strategies for investigating complex problems, helping readers understand how research can consider the culture of the institution, administrative hierarchy, students, faculty, and external constituencies. From both an organizational and policy perspective, chapter pairings explore a range of methodologies, including ethnography, case study, critical qualitative inquiry, and the notion of "grit." This volume explores how qualitative inquiry can advance understanding of organizational inequities in higher education, and it offers graduate students and educational researchers the tools to improve the organizational function of institutions while contributing to meaningful change.