Using Queer Framings and Positionalities to Unsettle Statistical Assumptions of Generalizability and Representativeness

Datos Bibliográficos

ID8923974
AutoresAmanda Davis Simpfenderfer (0000-0003-1110-7332, William & Mary, autor de correspondencia), Romeo Jackson (0000-0002-7366-9042, Colorado State University), Danielle Aguilar (0000-0001-7487-7559, University of Colorado Boulder), C V Dolan (0000-0002-0017-0064, University of Vermont), Jason C Garvey (0000-0003-1167-9090, University of Vermont)
Año2024
Volumen60
Número1
Páginas19-40
Fecha de publicación2024-01-02
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaEducational Studies (JOURNAL)
Identificadores de la revistaISSN: 0013-1946 • E-ISSN: 1532-6993
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131946.2024.2303096
OpenAlexW4391676415
IdiomaEN
Citas recibidas2
Referencias citadas63

This paper aims to unsettle assumptions of generalizability and representativeness in quantitative research using queer framings and positionalities. We argue that generalizability and representativeness are tools of supremacist dominance that reinforce harmful and essentialist categories of identities for the false purpose of statistical 'rigor' and create more harm than benefit for queer and trans students. For many scholars, quantitative methods are antithetical to justice-centered scholarship given their historical entrenchment and current complicity in oppression and maintaining racial superiority and social dominance. With these problems firmly in mind, we draw on queer, critical, and poststructural frameworks to resist generalizability within quantitative methods. Building on these frameworks, we then present recommendations for how quantitative methods can be both queer and rigorous, thinking beyond generalizability to imagine liberatory practices for education research

Developmental psychology · Generalizability theory · Queer · Representativeness heuristic · Sociology · Critical Race Theory in Education · Gender Studies · LGBTQ Health, Identity, and Policy · Psychology · School Choice and Performance · Social Psychology