Abstract

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.

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Additional Information

ISSN
1090-7009
Print ISSN
0162-5748
Pages
pp. 1-24
Launched on MUSE
2019-09-20
Open Access
No
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