Approaching Indigenous theoretical frameworks and quantitative research methods to improve Indigenous data

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL
Jameson D. Lopez, Ruth Cuasialpud-Canchala
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引用次数: 0

Abstract

This paper reflects on the challenges faced by researchers in utilizing institutional and national datasets to study Indigenous educational outcomes, proposing a transformative approach through Indigenous theoretical frameworks and quantitative research methods. The intention of the following is to provide quasi-completed and proposed studies within Indigenous communities to illustrate the needs and principles we need to take while collecting data in Indigenous populations. We present three examples examining 1. How researchers might integrate an Indigenous theoretical framework, Quechan warrior tradition (Kwanamii), with critical quantitative methods to measure postsecondary outcomes. 2. The collaboration of Native American non-profits to create some of the best data on Native American college students to date. And 3. to addresses the need for critical quantitative approaches in international contexts, using the example of Colombia and the SABER 11 test dataset, to highlight the importance of disaggregated data for meaningful analysis. We conclude with a call to develop culturally responsive research informed by Indigenous knowledge, aiming to catalyze transformative change in educational systems and practices for the benefit of Indigenous communities.
探讨原住民理论框架与量化研究方法以改善原住民资料
本文反思了研究人员在利用机构和国家数据集研究土著教育成果时所面临的挑战,提出了一种通过土著理论框架和定量研究方法进行变革的方法。下文的目的是在土著社区内提供半完成和拟议的研究,以说明我们在收集土著人口数据时需要采取的需求和原则。我们举三个例子来检验1。研究人员如何将土著理论框架、Quechan战士传统(Kwanamii)与关键的定量方法结合起来,以衡量中学后的结果。2. 美国原住民非营利组织的合作,创造了一些迄今为止关于美国原住民大学生的最佳数据。和3。以哥伦比亚和SABER 11测试数据集为例,解决在国际背景下对关键定量方法的需求,以突出分类数据对有意义分析的重要性。最后,我们呼吁开展以土著知识为基础的文化响应性研究,旨在促进教育制度和实践的变革,造福土著社区。
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来源期刊
Contemporary Educational Psychology
Contemporary Educational Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
16.50
自引率
3.90%
发文量
74
期刊介绍: Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions. The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.
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