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E-grāmata: New Scholarship in Critical Quantitative Research, Part 1: Studying Institutions and People in Context: New Directions for Institutional Research, Number 158

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New Scholarship in Critical Quantitative Research, Part 1: Studying Institutions and People in Context: New Directions for Institutional Research, Number 158Palielināt
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This volume presents work focused on underrepresented persons in a variety of levels of higher education. Each scholar has used critical quantitative approaches to examine access and/or success in the higher education arena. Their scholarship pushes the boundaries of what we know by questioning mainstream notions of higher education through:
  • the examination of policies
  • the re-framing of theories and measures
  • the reexamination of traditional questions for nontraditional populations.
The work is divergent, but the commonality of the presentations lies in each scholar’s critical approach to conventional quantitative scholarship. Their research highlights inequities and explores factors not typically included in conventional quantitative analysis.

This is the 158th volume of this Jossey-Bass quarterly report series. Always timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.
1 Critical Quantitative Inquiry in Context
1(8)
Frances K. Stage
Ryan S. Wells
2 Strains, Strengths, and Intervention Outcomes: A Critical Examination of Intervention Efficacy for Underrepresented Groups
9(14)
Krystal L. Williams
3 Civic Engagement Measures for Latina/o College Students
23(14)
Cynthia M. Alcantar
4 Using Large Data Sets to Study College Education Trajectories
37(14)
Leticia Oseguera
Jihee Hwang
5 Critical Quantitative Study of Immigrant Students
51(14)
Katherine M. Conway
6 Minority-Serving Institutions and the Education of U.S. Underrepresented Students
65(12)
Ginelle John
Frances K. Stage
7 Disrupting the Pipeline: Critical Analyses of Student Pathways Through Postsecondary STEM Education
77(18)
Heather E. Metcalf
8 The Changing Context of Critical Quantitative Inquiry
95(14)
Cecilia Rios-Aguilar
Index 109
FRANCES K. STAGE is a professor of higher and postsecondary education in the Department of Administration, Leadership, and Technology at New York University. RYAN S. WELLS is an assistant professor of higher education in the Department of Educational Policy, Research, and Administration at the University of Massachusetts Amherst.
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