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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 GND-ID ORCID
SourceEuropean journal for Research on the Education and Learning of Adults 12 (2021) 2, S. 179-191 ZDB
Document  (771 KB)
License of the document Lizenz-Logo 
Keywords (German)Erwachsenenbildung; Geschlechterforschung; Feminismus; Quantitative Forschung; Vielfalt; Diskriminierung; Geschlecht; Sexuelle Identität; Ungleichheit; Benachteiligung; Frau; Geschlechterkonflikt; Gender Mainstreaming; Repräsentativität
sub-disciplineAdult Education / Further Education
Gender Studies and Education
Document typeArticle (journal)
ISSN2000-7426
LanguageEnglish
Year of creation
review statusPeer-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 journalEuropean journal for Research on the Education and Learning of Adults Jahr: 2021
additional URLsDOI: 10.3384/rela.2000-7426.3317
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Date of publication23.06.2021
CitationHeilmann, 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
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