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A Mixed Methods, Critical, Participatory Approach for Studying Rural Black Youth's Postsecondary Education Access and Opportunity

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Bibliographic Details
Title: A Mixed Methods, Critical, Participatory Approach for Studying Rural Black Youth's Postsecondary Education Access and Opportunity
Language: English
Authors: Darris R. Means, Collette Chapman-Hilliard, Donnie Lindsey, Ciara H. Page, Briana Hayes, Destiny Mann
Source: Innovative Higher Education. 2024 49(6):1127-1150.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Postsecondary Education
Descriptors: African American Students, Access to Education, Opportunities, Rural Areas, Equal Education, Postsecondary Education
DOI: 10.1007/s10755-024-09731-7
ISSN: 0742-5627
1573-1758
Abstract: While researchers have used qualitative and quantitative methods to study postsecondary education access opportunity for rural Black youth, the use of critical mixed methods approaches to examine postsecondary education inequities for rural Black youth is unrealized. The purpose of this paper is to highlight lessons learned in using equity-centered, participatory approaches to study postsecondary education access and opportunity for rural Black youth and to develop a critical, asset-based scale to quantitatively investigate postsecondary education opportunity and access for rural Black youth. This study is informative for researchers seeking to develop critical, asset-based measures and instruments, and for educators and policymakers seeking to attend to place-based and racial educational inequities.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1453313
Database: ERIC
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Description
Abstract:While researchers have used qualitative and quantitative methods to study postsecondary education access opportunity for rural Black youth, the use of critical mixed methods approaches to examine postsecondary education inequities for rural Black youth is unrealized. The purpose of this paper is to highlight lessons learned in using equity-centered, participatory approaches to study postsecondary education access and opportunity for rural Black youth and to develop a critical, asset-based scale to quantitatively investigate postsecondary education opportunity and access for rural Black youth. This study is informative for researchers seeking to develop critical, asset-based measures and instruments, and for educators and policymakers seeking to attend to place-based and racial educational inequities.
ISSN:0742-5627
1573-1758
DOI:10.1007/s10755-024-09731-7