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Using Queer Framings and Positionalities to Unsettle Statistical Assumptions of Generalizability and Representativeness.

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Title: Using Queer Framings and Positionalities to Unsettle Statistical Assumptions of Generalizability and Representativeness.
Authors: Simpfenderfer, Amanda Davis, Jackson, Romeo, Aguilar, Danielle, Dolan, C. V., Garvey, Jason C.
Source: Educational Studies. Jan/Feb2024, Vol. 60 Issue 1, p19-40. 22p.
Subjects: Education research, Scholars, Social dominance, Social groups, Race relations
Abstract: This paper aims to unsettle assumptions of generalizability and representativeness in quantitative research using queer framings and positionalities. We argue that generalizability and representativeness are tools of supremacist dominance that reinforce harmful and essentialist categories of identities for the false purpose of statistical 'rigor' and create more harm than benefit for queer and trans students. For many scholars, quantitative methods are antithetical to justice-centered scholarship given their historical entrenchment and current complicity in oppression and maintaining racial superiority and social dominance. With these problems firmly in mind, we draw on queer, critical, and poststructural frameworks to resist generalizability within quantitative methods. Building on these frameworks, we then present recommendations for how quantitative methods can be both queer and rigorous, thinking beyond generalizability to imagine liberatory practices for education research. [ABSTRACT FROM AUTHOR]
Copyright of Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: This paper aims to unsettle assumptions of generalizability and representativeness in quantitative research using queer framings and positionalities. We argue that generalizability and representativeness are tools of supremacist dominance that reinforce harmful and essentialist categories of identities for the false purpose of statistical 'rigor' and create more harm than benefit for queer and trans students. For many scholars, quantitative methods are antithetical to justice-centered scholarship given their historical entrenchment and current complicity in oppression and maintaining racial superiority and social dominance. With these problems firmly in mind, we draw on queer, critical, and poststructural frameworks to resist generalizability within quantitative methods. Building on these frameworks, we then present recommendations for how quantitative methods can be both queer and rigorous, thinking beyond generalizability to imagine liberatory practices for education research. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00131946.2024.2303096
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              Text: Jan/Feb2024
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