测量系统压迫:测量教育研究中的顺异性恋歧视的可能性和(重新)想象

IF 1.8 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Educational Studies Pub Date : 2023-10-18 DOI:10.1080/00131946.2023.2260514

Olivia Copeland, Cindy Ann Kilgo

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引用次数: 0

摘要

心理学、刑事司法、性别与性研究等学科已经发展出针对酷儿和跨性别者的系统性压迫的定量测量方法。这些工具可以对包括高等教育研究在内的其他领域产生广泛影响。为了探索这些研究如何运作酷儿和跨性别压迫，我们对七个学科的33项调查工具进行了系统回顾，并在生态框架内对其进行了编码。结果揭示了准确测量酷儿和跨性别压迫的持续挑战，并对定量工具中通货膨胀和问题语言的使用具有重要意义。我们为那些可能采用类似工具的教育工作者提供了启示，希望学者和从业者能够注意到酷儿和跨性别压迫的范围。披露声明作者未报告潜在的利益冲突。

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Measuring Systemic Oppression: Possibilities and (Re)Imaginings for Measuring Cisheterosexism in Education Research

AbstractSeveral disciplines have developed quantitative measures for systemic oppression against queer and trans people, including psychology, criminal justice, and gender and sexuality studies. These instruments can have wide-ranging influence on other fields, including higher education research. To explore how these studies operationalize queer and trans oppression, we conducted a systematic review of 33 survey instruments across seven disciplines, coding them within an ecological framework. Results revealed lingering challenges for accurate measurement of queer and trans oppression and have significant implications on the use of inflationary and problematic language in quantitative instruments. We offer implications for those in education who may adapt similar instruments, in the hopes that scholars and practitioners are mindful to the scope of queer and trans oppression. Disclosure statementNo potential conflict of interest was reported by the author(s).

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来源期刊

Educational Studies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

0.00%

发文量

期刊介绍： Educational Studies aims to provide a forum for original investigations and theoretical studies in education. The journal publishes fully refereed papers which cover applied and theoretical approaches to the study of education. Papers should constitute original research, and should be methodologically sound, theoretically informed, and of relevance to an international audience. The journal is particularly interested in research that aims to inform educational practice(s) within and/or across sectors. Whilst the journal is principally concerned with the social sciences, contributions from a wider field are also encouraged. Empirically-based papers are particularly welcome.