Methodological Troubles with Gender and Sex in Higher Education Survey Research

Autor/inn/en	Garvey, Jason C.; Hart, Jeni; Metcalfe, Amy Scott; Fellabaum-Toston, Jennifer
Titel	Methodological Troubles with Gender and Sex in Higher Education Survey Research
Quelle	In: Review of Higher Education, 43 (2019) 1, S.1-24 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
Schlagwörter	Research Problems; Educational Research; Higher Education; Data Collection; Sex; Data Analysis; Inclusion; Definitions; Scholarship; Longitudinal Studies; Student Surveys; National Surveys; Sexual Identity; College Faculty; College Students; Student Experience; Questionnaires; Research Methodology; National Education Longitudinal Study of 1988 (NCES); National Survey of Student Engagement; National Survey of Postsecondary Faculty; Beginning Postsecondary Students Longitudinal Study; Current Population Survey; College Student Experiences Questionnaire + Suchen Sie Ihr Suchwort? Forschungskritik; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Data capture; Datensammlung; Geschlecht; Geschlechtsverkehr; Auswertung; Inklusion; Begriffsbestimmung; Scholarships; Stipendium; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerbefragung; Geschlechtsidentität; Sexuelle Identität; Fakultät; Collegestudent; Studienerfahrung; Fragebogen; Research method; Forschungsmethode
Abstract	We examine the American landscape of higher education quantitative research concerning how gender and sex demographic information is collected. We use a directed content analysis to examine the prevalence and operationalization of gender and sex among widely used higher education survey instruments. Our findings illuminate a seemingly haphazard approach to developing gender and sex demographic questions and a number of limitations related to gender and sex variables inherent in the surveys analyzed. We discuss misalignment of question/item stem and response options, formatting decisions that result in data collection and analysis opportunities and challenges, and recommendations for policy and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01