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.

Autor/in	Heilmann, Lisanne
Titel	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.
Quelle	In: European journal for Research on the Education and Learning of Adults, 12 (2021) 2, S. 179-191Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3); PDF als Volltext kostenfreie Datei (4); PDF als Volltext kostenfreie Datei (5); PDF als Volltext kostenfreie Datei (6) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.25656/01:22502
URN	urn:nbn:de:0168-ssoar-83111-3 urn:nbn:de:0111-pedocs-225024
Schlagwörter	Quantitative Forschung; Gender Mainstreaming; Feminismus; Frau; Geschlechterforschung; Diskriminierung; Erwachsenenbildung; Frau; Geschlecht; Geschlechterkonflikt; Ungleichheit; Feminismus; Vielfalt; Geschlechterforschung; Repräsentativität; Gender Mainstreaming; Geschlecht; Ungleichheit; Diskriminierung; Sexuelle Identität; Erwachsenenbildung; Benachteiligung; Geschlechterkonflikt; Repräsentativität; Vielfalt
Abstract	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.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4