Use of Large‐Scale Data Sets to Study Educational Pathways of American Indian and Alaska Native Students

Abstract

This chapter discusses issues and challenges encountered in using

Examining motivation theory in higher education among tenured and non-tenured faculty: Scholarly activity and academic rank

“…There are two ways to analyze the acquired data, either through the NCES online tools or to use SPSS. The NSOPF data have been used in several studies (Toutkoushian and Conley, 2005;Finkelstein et al, 2013;Webber and Tschepikow, 2013;Schimpf, and Main, 2014;Kezar and Maxey, 2014;Webber, 2012;Faircloth et al, 2015;Milkman et al, 2015;Warshaw et al, 2017;Conley and Leslie, 2002;Zhou and Volkwein, 2004;Mamiseishvili and Miller, 2010;Antony and Hayden, 2011;Akroyd et al, 2011); hence, this instrument has high validity and reliability and therefore the researcher did not conduct a pilot test to determine the validity and reliability of the National Study of Postsecondary Faculty (NSOPF:04) survey.…”

“…NSOPF is the most comprehensive study of faculty in postsecondary educational institutions ever undertaken. This set of data has been used in a number of studies to determine faculty motivation at different levels and with various variables (Toutkoushian and Conley, 2005;Finkelstein et al, 2013;Webber and Tschepikow, 2013;Schimpf and Main, 2014;Kezar and Maxey, 2014;Webber, 2012;Faircloth et al, 2015;Milkman et al, 2015;Warshaw et al, 2017).…”

Broadening the Study of Participation in the Life Sciences: How Critical Theoretical and Mixed-Methodological Approaches Can Enhance Efforts to Broaden Participation

“…In fields and disciplines such as higher education, sociology, and gender studies, in which many scholars engage in critically transformative research, policy, and practice, there is an emergent interest in work that includes critical quantitative analysis, regardless of whether the study is entirely quantitative or it pairs qualitative and quantitative work in a critical mixed-methodological approach ( Baez, 2007 ; Browne, 2007 ; Carter and Hurtado, 2007 ; Faircloth et al ., 2015 ; Wells and Stage, 2015 ). Quantitative research and the large-scale and big data that often accompany it are frequently used to make policy and programmatic decisions.…”

From community data to research archive: Partnering to increase and sustain capacity within a native organization

“…AISES is committed to contributing significantly to the limited but growing body of literature on education research for Native people in STEM. Native Americans are often excluded from large data sets, or findings about them are deemed statistically insignificant (Faircloth, Alcantar & Stage 2015). While this may be an issue of sample size, marking Native data with an asterisk and placing notes about this data within footnotes actively contributes to the invisibility of the experiences of Native people and in doing so masks our own responsibilities as researchers (Shotton, Lowe & Waterman 2013).…”