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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-225024
DOI: 10.25656/01:22502; 10.3384/rela.2000-7426.3317
URN: urn:nbn:de:0111-pedocs-225024
DOI: 10.25656/01:22502; 10.3384/rela.2000-7426.3317
| Title |
Making a case for more feminist approaches in quantitative research. How commonly used quantitative approaches in adult education research marginalise and oversimplify diverse and intersectional populations |
|---|---|
| Author |
Heilmann, Lisanne   |
| Source | European journal for Research on the Education and Learning of Adults 12 (2021) 2, S. 179-191  |
| Document | full text (771 KB) |
| License of the document |
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| Keywords (German) | Erwachsenenbildung; Geschlechterforschung; Feminismus; Quantitative Forschung; Vielfalt; Diskriminierung; Geschlecht; Sexuelle Identität; Ungleichheit; Benachteiligung; Frau; Geschlechterkonflikt; Gender Mainstreaming; Repräsentativität |
| sub-discipline | Adult Education / Further Education Gender Studies and Education |
| Document type | Article (journal) |
| ISSN | 2000-7426; 20007426 |
| Language | English |
| Year of creation | 2021 |
| review status | Peer-Reviewed |
| Abstract (English): | In contrast to qualitative and theoretical approaches, the mainstream of quantitative research often still finds it difficult to incorporate modern concepts of diversity and intersectionality into its work. This article aims to highlight various aspects in which large studies and their evaluations marginalise or ignore certain parts of the population. In surveying data, large-scale surveys like the Programme for the International Assessment of Adult Competencies (PIAAC) often not only operate on a binary gender concept but also do not differentiate between a person gender identity and their social gender. In addition, commonly used methods keep unequal distributions invisible. Nonbinary people are virtually invisible, unequal benefits for women remain hidden and the intersectional diversity inside the broad gender categories poses challenges to the mainstream of quantitative research in adult education. Therefore, there is a need for a feminist approach to statistical methods and quantitative research and in particular a feminist approach to a careful and critical interpretation. (DIPF/Orig.) |
| other articles of this journal | European journal for Research on the Education and Learning of Adults Jahr: 2021 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 23.06.2021 |
| Citation | Heilmann, Lisanne: Making a case for more feminist approaches in quantitative research. How commonly used quantitative approaches in adult education research marginalise and oversimplify diverse and intersectional populations - In: European journal for Research on the Education and Learning of Adults 12 (2021) 2, S. 179-191 - URN: urn:nbn:de:0111-pedocs-225024 - DOI: 10.25656/01:22502; 10.3384/rela.2000-7426.3317 |
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