While recent mixed methods publications advocate for researchers’ explicit discussion of their paradigmatic foundations, more guidance is needed regarding how these paradigms can be used. This article comparatively analyzes four major paradigmatic perspectives discussed in mixed methods literature: pragmatism, transformative-emancipation, dialectics, and critical realism. It offers a discussion of each perspective’s implications for mixed methods and how they can be used to influence research based on recent publications. While there are several similarities, such as emphasizing divergent results and allowing for researcher choice in methods, each perspective offers a unique set of advantages and disadvantages. Emphasizing how paradigms can be used then promotes more explicit engagement with them in future research.

The study of culture shock has been limited in terms of the use of mixed methods research and arts-informed approaches. The purpose of this research was to expand upon the understanding of culture shock through the use of a mixed methods research design that included arts-informed, qualitative, and quantitative procedures. This study used a concurrent parallel design where all three data types were collected simultaneously, analyzed separately, and then analyzed together. It is based on an information-rich sampling of 10 undergraduate students participating in a short-term study abroad program based in the United States of America that traveled to a South American country. All data were collected throughout the duration of the program: self-portraits and explanatory artist statements, open-ended reflective journals, and responses to a modified version of the Revised Sociocultural Adaptation Scale. The analyses of each of these sets of data (i.e., the initial analysis stage) revealed a complexity of emotions that students experienced as part of their culture shock, the impact of interacting with others, and their heightened experience of culture shock upon returning home. The integration of these findings resulted in a reconsideration of the qualitative data to highlight the importance of interactions with locals while abroad as being particularly important to alleviate culture shock. The article concludes by considering the implications of the arts-informed data and the use of a mixed methods research design for the interpretation of the qualitative data and for qualitative researchers in general.

In our current climate of heightened conservatism and criticism, multicultural education is as important as ever. This article argues for the need to reframe multicultural education as a praxis based on its social justiceoriented principles, values, and practices. Using practitioner action research, I examine my implementation of such a praxis in a college course. I discuss critical reflections on demonstrating the interconnections between current and historical social movements, theory and lived experiences, and the students' and my learning. I conclude by arguing that reframing multicultural education as a praxis could encourage more coalitions within and beyond schools.

Mixed methods researchers are increasingly utilizing visual methods, including portraiture, symbolic drawing, and photo-elicitation. Such methods have been used to capture that which is not observable, communicate experiences that are difficult to verbalize, and promote participants’ self-awareness. Challenges to this approach, however, include limited grounding in the literature, appropriate training, and ethical concerns. After establishing a typology for visual methods, we discuss these affordances and challenges to using this approach in mixed methods studies. We analyze three example studies that utilize different visual approaches to identify their unique and important contributions. We conclude with several key considerations for researchers.

Students with disabilities (SWDs) are less likely to establish themselves successfully in Science, Technology, Engineering, and Mathematics (STEM) careers. Researchers have identified barriers to participation in STEM, including deficits in mathematics and science, executive functioning skills, self-efficacy, and lack of exposure to STEM experiences. Researchers found students who participate in STEM clubs have higher grades in STEM content areas, have better attitudes toward school, and are more likely to graduate. This study aimed to understand student and parent perceptions about the influences and challenges to participation in STEM clubs. The researchers used a sequential explanatory mixed-methods design that began with a survey, followed by focus groups and interviews with parents and SWDs. We identified four salient meta-themes regarding what influences students to join and stay in a STEM club: fun and the subject matter, social and peer interactions, parent and teacher initiative, and a “semblance of normal.” In addition, we identified meta-themes on the barriers for SWDs to join and stay in STEM clubs. These include being a good fit, having no student interest, others not making accommodations, and overwhelmed parents. The researchers conclude with implications for educators to make STEM clubs more inclusive.