Education, Higher -- United States -- Historiography.
Universities and colleges -- United States -- Historiography.
This article explores how higher education research has been built through methodological
and epistemological contributions of the disciplines, including history. It also examines
how discipline-based scholars might use higher education to explore important questions
in their fields, noting how work on access, mobility, financing, curriculum, and
policy-making, for example, has benefitted through cross-disciplinary scholarship. Recognizing
the potential resistance within the disciplines, the author encourages the consideration
of contemporary educational puzzles when forming their research agendas.
Reviewing some of the major developments in cultural anthropology over the last thirty
years, this article discusses the implications of these developments for the study of
higher education. The article argues that one of the most fruitful directions in anthropological
work comes from the efforts to combine neo-Marxist theory with forms of
poststructuralism so that the relationship between history, political economy, signification
and forms of subjectivity can be explored.
This article explores whether the scholarship in the field of higher education suffers because
of limited exposure to and engagement with the philosophical debates and assumptions
that shape and frame thinking in the social sciences. It offers a series of examples
that have emerged through the teaching of qualitative research, reviewing
scholarship as an editor, and working with students on dissertations.
Welfare recipients -- Education (Higher) -- United States.
United States. Personal Responsibility and Work Opportunity Reconciliation Act of 1996.
Policy analysis is often silent on the issue of gender, and as a result either ignores or misrepresents
the ways in which women's lives are affected by policy. This article utilizes
feminist critical policy analysis to challenge the positivist, gender neutral assumptions
on which most policy analysis rests. It provides an overview of feminist critical policy
analysis and its benefits as an analytic tool. Using welfare reform as an example of gendered
educational policy, I illustrate how feminist critical policy analysis can be used to
challenge the gender-neutral assumptions.
This essay considers the uses of ethnographic and qualitative inquiry in higher educational
research as they are limited by commitments to verifying data and representing the
"real" and argues for broader understandings of such research. I examine limitations of
and new possibilities for common elements of creating a "real" and elaborate on the role
of speculative research that opens new paths for thought by acknowledging uncertainty
and venturing multiple interpretations.
This paper describes the "practitioner-as-researcher" model of research, an alternative
methodology that is intended to bring about institutional change. We developed this approach
through the Diversity Scorecard project in which we work with teams of practitioners
to examine institutional data disaggregated by ethnicity in order to identify inequities
in educational outcomes. The practitioners, themselves, conduct the research on
their own campuses to discover areas of inequities. This, in turn, impacts their practices
and motivation to bring about systemic institutional change.