Opportunities and challenges of positionality in quantitative research: overcoming linguistic and cultural ‘knowledge gaps’ thanks to ‘knowledgeable collaborators’

Lorette, Pernelle

doi:10.1080/01434632.2023.2195383

Cited by 8 publications

(3 citation statements)

References 40 publications

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“…During research meetings, we addressed questions, and issues with coding, and discussed issues related to patterns emerging from participants' responses. We also participated in ongoing discussions and challenged each other's assumptions to ensure a holistic and complete interpretation of participants' responses (Lorette, 2023). In some cases, this resulted in changes to our coding system and data analysis and interpretation.…”

Section: Researchers' Positionality Statementsmentioning

confidence: 99%

A mixed‐methods approach to identify elements of culturally‐attuned teacher−student relationship interventions

Garner,

Legette,

Shadur

2024

Psychology in the Schools

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We employed a mixed‐methods design to identify intervention elements that may improve relational inclusion in classrooms through equity‐framed and culturally‐attuned teacher−student relationship interventions. Quantitative and qualitative data were collected from 29 (26 female) school mental health professionals and 19 parents (mostly mothers) of racially, ethnically, and culturally diverse students. Using a convergent mixed‐methods design, we first analyzed the individual data points and then integrated the quantitative and qualitative data in the interpretation and discussion of the results. Our findings showed that, for school mental health professionals, the quantitative data largely complemented the qualitative results, which represented four themes: School−family partnerships, critical consciousness, educator preparation, and transformational social‐emotional learning. Parents of minoritized students identified unique elements, including microaggressions, color evasion, recognition of bias, storytelling, and systemic change as important for the development of culturally‐attuned interventions. The two groups had parallel and contrasting recommendations about elements that may contribute to improved classroom relational inclusion for minoritized students. Results illustrate how merging professional and parent perspectives could contribute to the development of teacher−student relationship interventions that appropriately address issues of equity and culture in ways that are meaningful to end users and other stakeholders.

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Section: Researchers' Positionality Statementsmentioning

confidence: 99%

A mixed‐methods approach to identify elements of culturally‐attuned teacher−student relationship interventions

Garner,

Legette,

Shadur

2024

Psychology in the Schools

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“…Moreover, we were keenly aware of how our individual backgrounds and lived experiences could impact our Context Matters as Racialization Evolves interpretation of the data. Together, we discussed and challenged individual assumptions and our multiple positionalities provided opportunities to discover gaps in the knowledge base among the individual researchers in ways that ensured a holistic interpretation of teachers' apparent and subtle verbal and nonverbal responses to Black and White students' emotions and behavior (see Lorette, 2023). In some cases, this resulted in changes to our coding system and data interpretation, and this process allowed us to more carefully consider both in ways that improved confidence in our data.…”

Section: Researchers' Positionality Statementsmentioning

confidence: 99%

Context Matters as Racialization Evolves: Exploring Bias in Preservice Teacher Responses to Children

Hughes,

Sun,

Garner

et al. 2023

American Educational Research Journal

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This study explores preservice teacher attributions to children’s behaviors portrayed in specific emotion-laden school scenarios. Participants included 178 preservice teachers from three universities. The preservice teachers viewed video vignettes of Black and White child actors in six different school scenarios. Our team constructed two themes from the preservice teachers’ narratives about what they saw: (a) context matters (i.e., different scenarios activate different preservice teacher attributions), and (b) racialization evolves (i.e., preservice teachers make different attributions about Black and White boys engaged in the same behaviors). Findings underscore the importance of teacher education and professional development for novice teachers that address racial bias in attributions of student behaviors.

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“…We believe that a discussion of positionality is integral for all types of scholarship, not just qualitative and interpretive research. Quantitative researchers who critically engage positionality can discover not only unanticipated challenges and limitations but also opportunities within their study indelibly linked to inter-relationships between social work researchers, topics of interest, and the marginalized communities our research is intent to serve (Lorette, 2023). Understanding the roots of positionality reveals how all research is shaped by the social locations and experiences of the researchers engaging in it.…”

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confidence: 99%

Positionality in Critical Feminist Scholarship: Situating Social Locations and Power Within Knowledge Production

Jackson,

Goodkind,

Diaz

et al. 2023

Affilia

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What do we mean by positionality in critical feminist scholarship? And how is positionality integrated throughout every level of the process of knowledge production-from conception and authorship to publication and dissemination? These are questions our editorial board most recently re-engaged in Affilia's ongoing commitment to keeping the theory and practice of critical feminisms animated, evolving, and relevant. In a previous editorial, the Affilia editorial board collectively articulated a set of critical feminist principles and practices for feminist inquiry in social work meant to provide guidance for Affilia authors and reviewers (Goodkind et al., 2021). The process of collectively developing these was generative for us-enabling us to specify, interrogate, and clarify our guiding assumptions and beliefs. One of the principles of critical feminisms we described was the importance of positionality and of "be[ing] transparent and reflexive in analyzing and detailing the impact of who we are on the research we conduct-in terms of questions we ask, methods we use, and our interpretations and analysis of our data" (p. 483).Those who have submitted manuscripts to Affilia might have noticed that, in requests for revisions, we often ask authors to discuss their positionality and how it has affected their research. While many submissions already do this, many others do not. Too often-both in manuscripts we receive and those that appear in other journals-authors who do list their identities fail to describe how their social location affected their scholarship. Perhaps this is because they understand positionality to be static or simply a box to be checked. Not all scholars have had the opportunity to learn about the crucial role of integrating a thoughtful and thorough discussion of positionality in rigorous scholarship nor is this encouraged throughout most of our field. With the goal of providing guidance for incorporating positionality, the Affilia editorial board recently engaged in a collective discussion to more specifically address this critical issue. This editorial presents our collaborative efforts to articulate considerations and questions focused on positionality to enhance our work as a board and the work of researchers, authors, and reviewers.Before offering these considerations and questions, we provide a brief background on the importance and history of positionality. We emphasize that describing our positionalities and how they shape our research is an essential component of critical feminist praxis. It is a way of practicing accountability for who we are, why we do the research we do, the questions we ask, and the things we find interesting and important (or not). Incorporation of positionality in our analysis and writing is not meant to discount or overly elevate ourselves nor to serve as rote steps to a set of edifying rules. Rather, integration of positionality is an essential component of conducting socially just research.We come to the Affilia editorial board and this editorial as critical femin...

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Opportunities and challenges of positionality in quantitative research: overcoming linguistic and cultural ‘knowledge gaps’ thanks to ‘knowledgeable collaborators’

Cited by 8 publications

References 40 publications

A mixed‐methods approach to identify elements of culturally‐attuned teacher−student relationship interventions

A mixed‐methods approach to identify elements of culturally‐attuned teacher−student relationship interventions

Context Matters as Racialization Evolves: Exploring Bias in Preservice Teacher Responses to Children

Positionality in Critical Feminist Scholarship: Situating Social Locations and Power Within Knowledge Production

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