{"title":"Heterogeneous Effects in Education: The Promise and Challenge of Incorporating Intersectionality Into Quantitative Methodological Approaches.","authors":"Lauren Schudde","doi":"10.3102/0091732x18759040","DOIUrl":null,"url":null,"abstract":"<p><p>To date, the theory of intersectionality has largely guided qualitative efforts in social science and education research. Translating the construct to new methodological approaches is inherently complex and challenging, but offers the possibility of breaking down silos that keep education researchers with similar interests-but different methodological approaches-from sharing knowledge. Quantitative approaches that emphasize the varied impacts of individual identities on educational outcomes move beyond singular dimensions capturing individual characteristics, drawing a parallel to intersectionality. Scholars interested in heterogeneous effects recognize the shortcomings of focusing on the effect of a single social identity. This integrative review explores techniques used in quantitative research to examine heterogeneous effects across individual background, drawing on methodological literature from the social sciences and education. I examine the goals and challenges of the quantitative techniques and explore how they relate to intersectionality. I conclude by discussing what education researchers can learn from other applied fields that are working to develop a crosswalk across the two disparate, but interconnected, literatures.</p>","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"42 1","pages":"72-92"},"PeriodicalIF":2.4000,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732x18759040","citationCount":"22","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Review of Research in Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/0091732x18759040","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2018/4/5 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 22
Abstract
To date, the theory of intersectionality has largely guided qualitative efforts in social science and education research. Translating the construct to new methodological approaches is inherently complex and challenging, but offers the possibility of breaking down silos that keep education researchers with similar interests-but different methodological approaches-from sharing knowledge. Quantitative approaches that emphasize the varied impacts of individual identities on educational outcomes move beyond singular dimensions capturing individual characteristics, drawing a parallel to intersectionality. Scholars interested in heterogeneous effects recognize the shortcomings of focusing on the effect of a single social identity. This integrative review explores techniques used in quantitative research to examine heterogeneous effects across individual background, drawing on methodological literature from the social sciences and education. I examine the goals and challenges of the quantitative techniques and explore how they relate to intersectionality. I conclude by discussing what education researchers can learn from other applied fields that are working to develop a crosswalk across the two disparate, but interconnected, literatures.
期刊介绍:
Review of Research in Education (RRE), published annually since 1973 (approximately 416 pp./volume year), provides an overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays. Articles are usually solicited for specific RRE issues. There may also be calls for papers. RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing the work in a field.