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Using Critical Race Mixed Methodology to Explore African American College Students' Experiences with Racial Microaggressions

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: Using Critical Race Mixed Methodology to Explore African American College Students' Experiences with Racial Microaggressions
Γλώσσα: English
Συγγραφείς: Jessica T. DeCuir-Gunby (ORCID 0000-0002-6291-4786), Whitney N. McCoy, Stephen M. Gibson, Saba L. Modaressi, Andrea J. Macias
Πηγή: Innovative Higher Education. 2024 49(6):1077-1103.
Διαθεσιμότητα: 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: 27
Ημερομηνία έκδοσης: 2024
Τύπος εγγράφου: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: African American Students, Student Attitudes, Racism, Educational Experience, Racial Identification, Sense of Community, Predominantly White Institutions, Psychological Patterns
DOI: 10.1007/s10755-024-09732-6
ISSN: 0742-5627
1573-1758
Περίληψη: There is a dearth of social justice or critical mixed methods research approaches, particularly in higher education. Critical Race Mixed Methodology (CRMM) is a type of critical mixed methods research that combines Critical Race Theory (CRT) and mixed methods research (DeCuir-Gunby in "Educational Psychologist" 55, 244-255, 2020). However, there are limited examples of CRMM within higher education research (Johnson & Strayhorn in "Journal of Diversity in Higher Education" 16, 539-553, 2023). Our study further operationalizes CRMM through the explication of an explanatory sequential mixed methods exploration of African American college students' experiences with racial microaggressions, where the qualitative findings are used to expand upon the quantitative findings (Creswell & Plano Clark, 2017). The study uses Critical Race Theory (Bell, 1992; Ladson-Billings & Tate in "Teachers College Record" 97, 47-68, 1995; Solórzano & Huber, 2020) to focus on how African American college students' experiencing of racial microaggressions influences their racial identity and feelings of belonging in historically white institutions (HWIs). The quantitative findings (n = 97) indicated that private regard (racial identity) protected students' sense of belonging when experiencing racial microaggressions. The qualitative findings (n = 15) explored students' stories regarding their experiences with racial microaggressions, focusing on their feelings of belonging. Through our discussion, we advance the use of mixed methods in higher education research to better understand the racialized experiences of African American college students and demonstrate how CRMM can be used to integrate quantitative and qualitative findings.
Abstractor: As Provided
Entry Date: 20240101
Αριθμός Καταχώρησης: EJ1453394
Βάση Δεδομένων: ERIC
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  – Url: https://dx.doi.org/doi:10.1007/s10755-024-09732-6
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  Data: <searchLink fieldCode="AR" term="%22Jessica+T%2E+DeCuir-Gunby%22">Jessica T. DeCuir-Gunby</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6291-4786">0000-0002-6291-4786</externalLink>)<br /><searchLink fieldCode="AR" term="%22Whitney+N%2E+McCoy%22">Whitney N. McCoy</searchLink><br /><searchLink fieldCode="AR" term="%22Stephen+M%2E+Gibson%22">Stephen M. Gibson</searchLink><br /><searchLink fieldCode="AR" term="%22Saba+L%2E+Modaressi%22">Saba L. Modaressi</searchLink><br /><searchLink fieldCode="AR" term="%22Andrea+J%2E+Macias%22">Andrea J. Macias</searchLink>
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  Data: 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/
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  Data: There is a dearth of social justice or critical mixed methods research approaches, particularly in higher education. Critical Race Mixed Methodology (CRMM) is a type of critical mixed methods research that combines Critical Race Theory (CRT) and mixed methods research (DeCuir-Gunby in "Educational Psychologist" 55, 244-255, 2020). However, there are limited examples of CRMM within higher education research (Johnson & Strayhorn in "Journal of Diversity in Higher Education" 16, 539-553, 2023). Our study further operationalizes CRMM through the explication of an explanatory sequential mixed methods exploration of African American college students' experiences with racial microaggressions, where the qualitative findings are used to expand upon the quantitative findings (Creswell & Plano Clark, 2017). The study uses Critical Race Theory (Bell, 1992; Ladson-Billings & Tate in "Teachers College Record" 97, 47-68, 1995; Solórzano & Huber, 2020) to focus on how African American college students' experiencing of racial microaggressions influences their racial identity and feelings of belonging in historically white institutions (HWIs). The quantitative findings (n = 97) indicated that private regard (racial identity) protected students' sense of belonging when experiencing racial microaggressions. The qualitative findings (n = 15) explored students' stories regarding their experiences with racial microaggressions, focusing on their feelings of belonging. Through our discussion, we advance the use of mixed methods in higher education research to better understand the racialized experiences of African American college students and demonstrate how CRMM can be used to integrate quantitative and qualitative findings.
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