View in EDS HTML Full Text PDF Full Text

Querying Queer Quantitative Educational Research: A Systematic Literature Review

Saved in:
Bibliographic Details
Title: Querying Queer Quantitative Educational Research: A Systematic Literature Review
Language: English
Authors: Kamden K. Strunk (ORCID 0000-0002-5613-218X), Stephanie Anne Shelton (ORCID 0000-0001-5561-4331)
Source: Educational Review. 2024 76(6):1708-1721.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Descriptors: Literature Reviews, Content Analysis, LGBTQ People, Race, Language Usage, Educational Research
DOI: 10.1080/00131911.2024.2311195
ISSN: 0013-1911
1465-3397
Abstract: The past decade has seen growth in the use of quantitative methods for queer educational research. The purpose of the present study was to review research published in education journals from 2011 to 2022 that used quantitative methods and took up the language of queerness. We ultimately identified 55 such articles and analyzed them for their theoretical engagements, the inclusion of LGBTQ+ identities/people, the place of race and racism in the studies, and the analytic approaches authors took. We found that few engaged theory and there was little meaningful engagement of queer theoretical perspectives, though some authors had intentionally engaged queer theory. We also found that queer was usually a euphemism for gay, lesbian, and (more rarely) bisexual. Most focused on white participants, and when race was considered, it was almost always in comparison to white participants. We also found some examples of race-conscious work. Finally, most authors used t-tests, ANOVAs, and regression analyses.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1437350
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFo2uWPJXJ1-BmEffHznpH8AAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDFpwQhTU_05ww3klHQIBEICBmoEkpoHSklkiTVhAvjrSMfEBCQzCl-oZL1-tWFGYuXK-ZAoVvY1UidebZLy2_3h3s6RoHf0aLk2-xNekQrVSrbNpVSJtSDL_D1CWYkmfXJ0FrBcp32ylvJV7YzdfkoxZ2mUaKKpZO_jaGuHcmVMMy1are7Dpbo39lIwRQkqeem3KsvG2Y2ZgNpI78_yDQsgD6548w_XXBeIkdwA=
Text:
  Availability: 1
  Value: <anid>AN0179296924;edi01sep.24;2024Aug30.06:05;v2.2.500</anid> <title id="AN0179296924-1">Querying queer quantitative educational research: a systematic literature review </title> <p>The past decade has seen growth in the use of quantitative methods for queer educational research. The purpose of the present study was to review research published in education journals from 2011 to 2022 that used quantitative methods and took up the language of queerness. We ultimately identified 55 such articles and analyzed them for their theoretical engagements, the inclusion of LGBTQ+ identities/people, the place of race and racism in the studies, and the analytic approaches authors took. We found that few engaged theory and there was little meaningful engagement of queer theoretical perspectives, though some authors had intentionally engaged queer theory. We also found that queer was usually a euphemism for gay, lesbian, and (more rarely) bisexual. Most focused on white participants, and when race was considered, it was almost always in comparison to white participants. We also found some examples of race-conscious work. Finally, most authors used t-tests, ANOVAs, and regression analyses.</p> <p>Keywords: Queer studies; LGBTQ+; quantitative methods; educational research</p> <p>Over the past decade, research by and about LGBTQ+ people in education has rapidly proliferated. Researchers from various traditions have increasingly studied LGBTQ+ students, faculty, staff, and families in primary, secondary, and postsecondary education contexts. Historically, much of the queer educational research published has been qualitative, partly because top-tier qualitative methods journals have consistently supported LGBTQ+ authors and discussions, including through multiple special issues (e.g. Goltz, [<reflink idref="bib30" id="ref1">30</reflink>]; Talburt & Rasmussen, [<reflink idref="bib71" id="ref2">71</reflink>]; Wozolek & Carlson, [<reflink idref="bib77" id="ref3">77</reflink>]). However, the rate of quantitative LGBTQ+ educational research has increased, in part in response to calls for more quantitative work from scholars like Renn ([<reflink idref="bib61" id="ref4">61</reflink>]).</p> <p>With the proliferation of queer educational research, there has been increasing divergence in intellectual traditions and theoretical frameworks. What has emerged is a variety of usages and deployments of the term "queer", scholarship that conceptualises and operationalises gender and sexual identities in various and sometimes contradictory ways, and work that takes up a variety of analytic approaches. Other systematic reviews have taken up particular topics within queer and trans studies in education. For example, Renn ([<reflink idref="bib61" id="ref5">61</reflink>]) reviewed the state of queer and trans research in higher education, finding that there were relatively few quantitative studies at that time. As a result, Renn called for more quantitative scholarship in queer and trans educational research. Lange et al. ([<reflink idref="bib46" id="ref6">46</reflink>]) revisited Renn's [<reflink idref="bib61" id="ref7">61</reflink>] piece to provide an updated review of the field. While their review focused less on methodology, they noted a growth in quantitative research. However, to date, no systematic reviews have examined how quantitative methods have been taken up in queer educational research. The present study reviews the state of queer quantitative research in education to consider how scholars have engaged in queer quantitative work and the implications of those efforts. In doing so, we sought to interrogate the contours of the existing work with regard to theoretical engagement, conceptualizations of gender and sexual identities, and engagement with racism and intersectionality as essential to advancing thoughtful queer quantitative work.</p> <hd id="AN0179296924-2">The present study</hd> <p>Given the persistent calls for more queer quantitative inquiry, and the efforts of some scholars to work through the tensions and potential incommensurability of queer perspectives and quantitative methods, our purpose in the present study was to review the literature concerning queer quantitative educational research. We undertook a systematic review of the literature to identify what approaches scholars have engaged, which theoretical frameworks published work has relied upon, how authors conceptualised queer perspectives and queer people, and in what ways their work was attentive to race, racism, and intersectionality.</p> <hd id="AN0179296924-3">Method</hd> <p></p> <hd id="AN0179296924-4">Data sources</hd> <p>Given substantive shifts in the field over the past decade, we reviewed articles published between 2011 and 2022 in education research journals. We searched the following databases: Academic Search Complete, Education Research Complete, ERIC, PsycArticles, and PsycInfo, searching for "queer" in combination with the keyword "education" plus "quantitative", "regression", "ANOVA", "factor analysis", "chi-square", "correlation", "<emph>t</emph>-test", "structural equation modeling", "hierarchical linear modeling", "statistic", "Bayesian", "social network analysis", "multilevel modeling", and "<emph>p</emph> = " (to capture all studies reporting statistical results). Finally, we further limited our search to educational research journals to focus on methodological implications of queer scholarship within education, excluding results from journals that did not meet this criterion, including health sciences journals, sociology journals, and humanities journals. Examples of journals from which we did not analyze articles include the <emph>Journal of LGBT Issues in Counseling, Australian Feminist Studies, Child Abuse and Neglect, Journal of GLBT Family Studies, Journal of Professional Nursing, Academic Medicine, AIDS and Behavior,</emph> and <emph>Engineering Studies.</emph> While queer scholarship certainly exists in those disciplines, and interdisciplinary perspectives are essential and valuable, our focus in this review was on educational research and educational researchers. We also recognise that education research might be published in non-education journals. However, our purpose was to understand how queer quantitative work has unfolded and proliferated in within-discipline publications which might best represent the state of the field<emph>.</emph> That initial search yielded 61 unduplicated results. We decided which journals to include collaboratively and ultimately found articles meeting our inclusion criteria from 19 different education research journals. While a large number of journals would have met inclusion criteria, those that had manuscripts meeting our search criteria were: <emph>Community College Research and Practice, Educational Forum, Educational Researcher, Educational Review, Educational Studies, High School Journal, Higher Education, Journal of College Student Development, Journal of Diversity in Higher Education, Journal of Early Childhood and Teacher Education, Journal of Education Policy, Journal of Higher Education, Journal of LGBT Youth, Journal of School Violence, New Directions for Student Services, Race Ethnicity and Education, School Psychology Forum, Sex Education,</emph> and <emph>Sociology of Education.</emph> After reading and reviewing all 61 articles, we ultimately included 55 in our final dataset after excluding seven that did not use quantitative methods or engage in queer topics. Of the seven excluded, five were mixed methods emphasising qualitative methods, and two were not about LGBTQ+ topics, people, or queer theoretical frameworks although they used the word "queer" in the text at some point. Of the journals that had articles meeting inclusion criteria, the <emph>Journal of LGBT Youth</emph> had 19, the <emph>Journal of College Student Development</emph> had eight, the <emph>Journal of Diversity in Higher Education</emph> had seven, the <emph>Journal of School Violence</emph> had four, and all remaining journals had one each. The publication years for included articles are graphed in Figure 1.</p> <p>Graph: Figure 1. Number of articles included by publication year.</p> <hd id="AN0179296924-5">Data analysis and coding</hd> <p>Both authors independently coded each article for the following: analysis type, theoretical frame(s), LGBTQ+ inclusion (e.g. who comprised the sample), groups analyzed within LGBTQ+ inclusion (e.g. did analyses test for differences among LGBTQ+ people), and inclusion of race (were race or racism measured, mentioned, or analyzed). When our reading of the articles disagreed, we discussed our coding and reached a consensus.</p> <hd id="AN0179296924-6">Results</hd> <p>We begin our review of the results with a numeric summary of each research question and then turn to a substantive analysis of our results and their meaning for the state of queer quantitative educational research. We then suggest future directions for scholars doing this work.</p> <hd id="AN0179296924-7">Theoretical engagements</hd> <p>In our analysis of published queer quantitative educational research, we identified many studies that did not appear to engage theory at all (<emph>n</emph> = 15). This troubling result may indicate a lack of theoretical engagement in queer quantitative research. Pigott ([<reflink idref="bib55" id="ref8">55</reflink>]) noted that though theory is far more commonly integrated into qualitative research, "theory is no less important when conducting a data analysis using quantitative methods" (p. 1). Gao et al. ([<reflink idref="bib21" id="ref9">21</reflink>]), in an extensive literature review related to quantitative methodologies in language research, noted that though the "role of theory" was less commonly and clearly articulated than in qualitative studies, there was "a clear link between theory and empirical research" in quantitative scholarship (p. 2). When applied in nuanced ways, theory serves as "the driver or 'lifeblood' of quantitative data analysis" (Pigott, [<reflink idref="bib55" id="ref10">55</reflink>], p. 1); however, most commonly, theory either has no role in quantitative methodologies or it is applied rigidly as a means of asserting hypotheses, not as an analytic framework (Furlong, [<reflink idref="bib20" id="ref11">20</reflink>]; Gao et al., [<reflink idref="bib21" id="ref12">21</reflink>]; Pigott, [<reflink idref="bib55" id="ref13">55</reflink>]; Shoenfeld, [<reflink idref="bib64" id="ref14">64</reflink>]).</p> <p>These noted trends carried through our review, as few studies incorporated theory, and of the theoretical engagements available, many were ultimately inconsequential to analysis and results. Of the 55 articles examined, only four pieces engaged queer theory at all (Duarte, [<reflink idref="bib11" id="ref15">11</reflink>]; Garvey, [<reflink idref="bib22" id="ref16">22</reflink>]; Jang, [<reflink idref="bib41" id="ref17">41</reflink>]; Rankin & Garvey, [<reflink idref="bib60" id="ref18">60</reflink>]). Six manuscripts also named intersectionality as their theoretical framework (Duarte, [<reflink idref="bib11" id="ref19">11</reflink>]; Duran et al., [<reflink idref="bib13" id="ref20">13</reflink>]; Eisenberg et al., [<reflink idref="bib16" id="ref21">16</reflink>]; Feldman et al., [<reflink idref="bib18" id="ref22">18</reflink>]; Jang, [<reflink idref="bib41" id="ref23">41</reflink>]; Rankin & Garvey, [<reflink idref="bib60" id="ref24">60</reflink>]). Additionally, three leaned on frameworks for understanding bullying (Gottfried et al., [<reflink idref="bib33" id="ref25">33</reflink>]; Heck et al., [<reflink idref="bib37" id="ref26">37</reflink>]; Perez et al., [<reflink idref="bib53" id="ref27">53</reflink>]), six on the broader campus climate literature (BrckaLorenz, Duran, Fassett, et al., [<reflink idref="bib6" id="ref28">6</reflink>]; Dugan & Yurman, [<reflink idref="bib12" id="ref29">12</reflink>]; Garvey & Rankin, [<reflink idref="bib25" id="ref30">25</reflink>]; Garvey et al., [<reflink idref="bib28" id="ref31">28</reflink>], [<reflink idref="bib27" id="ref32">27</reflink>]; Nightingale, [<reflink idref="bib52" id="ref33">52</reflink>]) including input-environment-outcome (Astin & Antonio, [<reflink idref="bib4" id="ref34">4</reflink>]) and multi-contextual model for diverse learning environments (Hurtado et al., [<reflink idref="bib39" id="ref35">39</reflink>]) frameworks, and five (Greytak et al., [<reflink idref="bib35" id="ref36">35</reflink>]; Pizmony-Levy & Kosciw, [<reflink idref="bib56" id="ref37">56</reflink>]; Poteat & Scheer, [<reflink idref="bib58" id="ref38">58</reflink>]; Richard, [<reflink idref="bib62" id="ref39">62</reflink>]; Taylor et al., [<reflink idref="bib72" id="ref40">72</reflink>]) leaned on the Meyer ([<reflink idref="bib50" id="ref41">50</reflink>]) school climate model.</p> <p>These instances of theoretical engagement are important to the field of queer and trans studies in quantitative educational research, and therefore our review considered how theory mattered in these articles. In those theoretically informed discussions, authors consistently noted both the importance and general absence of theoretical examinations in queer quantitative scholarship. Duarte ([<reflink idref="bib11" id="ref42">11</reflink>]) noted that in "all the critical educational policy research reviewed for this project, the use of queer theory [...] was severely wanting" (p. 692). Similarly, Jang ([<reflink idref="bib41" id="ref43">41</reflink>]) asserted that "there has been little quantitative analysis" explicitly engaging with theoretical concepts (p. 2). The implications for research – particularly scholarship centreing queer topics – proceeding without theoretical considerations are significant.</p> <p>A particular advantage to theory-informed quantitative scholarship on queer topics is the influence of theory on data collection methods. Garvey ([<reflink idref="bib22" id="ref44">22</reflink>]), for example, pointed out that core tenets of queer theory, including rejections of identity binaries, "inform survey construction" and necessitate "researchers to be adaptive to rather than dismissive of the limitations of quantitative research designs" (p. 1117). This elasticity, essential to queer theory, pushes researchers to "critique categorization while also exploring alternative approaches to collecting data" (p. 1117). Examples included encouraging respondents to select multiple identities in surveys, rather than forcing single responses, and to better reflect genders and sexualities as on spectrums rather than static and singular concepts (e.g. BrckaLorenz, Duran, & Haeger, [<reflink idref="bib7" id="ref45">7</reflink>]; Garvey, [<reflink idref="bib22" id="ref46">22</reflink>]; Rankin & Garvey, [<reflink idref="bib60" id="ref47">60</reflink>]; Renn, [<reflink idref="bib61" id="ref48">61</reflink>]).</p> <p>Related to theory's vast potential for quantitative studies, several scholars pointed out how theoretical concepts helped to support and produce a more nuanced analysis of research topics and populations. Jang ([<reflink idref="bib41" id="ref49">41</reflink>]) pointed out that intersectionality theories pushed quantitative studies to break the "continuous silence" on "the multiplicative associations between race or ethnicity, sexuality, and SES [socioeconomic status]" that have long been treated as discrete and disconnected categories (p. 2). Gottfried et al. ([<reflink idref="bib33" id="ref50">33</reflink>]) found that adopting a bullying framework necessarily expanded the ways that their study considered queer experiences in schooling and that without an interconnected consideration of context to include geography, religion, and academic discipline, their findings would have collapsed factors that were richer and more meaningful when explored both separately and relationally. In short, the literature demonstrated that theory, rather than derailing and muddying quantitative research with subjectivity (Duarte, [<reflink idref="bib11" id="ref51">11</reflink>]) or complicating data collection with additional response items and options (BrckaLorenz, Duran, Fassett, et al., [<reflink idref="bib6" id="ref52">6</reflink>]; Garvey, [<reflink idref="bib22" id="ref53">22</reflink>]; Rankin & Garvey, [<reflink idref="bib60" id="ref54">60</reflink>]), supported both greater researcher accountability and more detailed and nuanced results. Renn ([<reflink idref="bib61" id="ref55">61</reflink>]) emphasised the possibilities afforded to quantitative research through theory when calling for increased use of theory "at the same time that I call for continuation of large-scale studies" (p. 138). Quantitative research is not diminished or antithetical to theory but, instead, is made stronger because of it. Furthermore, this expansion and strengthening are critically important when the point of the scholarship is to centre queer concepts and multiply-marginalized LGBTQ+ populations.</p> <hd id="AN0179296924-8">Inclusion of LGBTQ+ People</hd> <p>First, we reviewed the results as they related to gender identity and trans inclusion. Of the 55 reviewed articles, 27 explicitly excluded transgender participants from their studies. Another 18 used the acronym LGBT, LGBTQ, or LGBTQ+ but never mentioned, analyzed, or discussed transgender people or identities. Further, we identified six cases where gender was collected as "male/female" (Bradley et al., [<reflink idref="bib5" id="ref56">5</reflink>]; Dessell et al., [<reflink idref="bib10" id="ref57">10</reflink>]; Eisenberg et al., [<reflink idref="bib16" id="ref58">16</reflink>]; Feldman et al., [<reflink idref="bib18" id="ref59">18</reflink>]; Nightingale, [<reflink idref="bib52" id="ref60">52</reflink>]; Posselt & Lipson, [<reflink idref="bib57" id="ref61">57</reflink>]) and two cases where it was collected as "male/female/trans" (Kosciw et al., [<reflink idref="bib45" id="ref62">45</reflink>]; Pizmony-Levy & Kosciw, [<reflink idref="bib56" id="ref63">56</reflink>]), both of which can be read as trans-exclusionary or trans antagonistic approaches. Specifically, trans people might also be men, women, nonbinary, or various other gender identities. So, adding trans as a "third choice" in addition to binary genders is problematic. That approach also situates trans people as homogenous, interchangeable with one another, and always outside of other gender identities. However, we found three articles explicitly focused on trans populations (Ford et al., [<reflink idref="bib19" id="ref64">19</reflink>]; Garvey, Viray, et al., [<reflink idref="bib29" id="ref65">29</reflink>]; Greytak et al., [<reflink idref="bib35" id="ref66">35</reflink>]). When shifting our focus to sexual identities, most articles treated LGB or LGBQ as a single category. We found 44 articles that used some version of LGB, LGBQ, LGBT, LGBTQ, or LGBTQ+. In all but one case, bisexual individuals were named and included but were typically treated as part of a larger LGB umbrella. In that one case, there was a separate and intentional analysis of and focus on bisexual individuals (Eisenberg et al., [<reflink idref="bib16" id="ref67">16</reflink>]).</p> <p>This focus on lesbian cisgender women and gay cisgender men might indicate that, too often, in quantitative educational research, queer has become a euphemism for gay and lesbian or (more rarely) gay, lesbian, and bisexual. This trend aligns with what Eng et al. ([<reflink idref="bib17" id="ref68">17</reflink>]) noted as the unfulfilled "political and intellectual promises of queer studies ... to the extent that queer too quickly collapses back into 'gay and lesbian'" (p. 12). Stryker ([<reflink idref="bib70" id="ref69">70</reflink>]) similarly observed that "all too often <emph>queer</emph> remains a code word for 'gay' or 'lesbian,' and often transgender phenomena are misapprehended through a lens that privileges sexual orientation and sexual identity" (p. 214). In the published quantitative educational research that takes up queerness as a language, most authors did not seriously engage with gender identity, and queer usually meant little more than gay, lesbian, and (sometimes) bisexual people. We also wonder what ideological or political work might be happening in naming people as "queer" when they self-identified with another terminology altogether (e.g. labelling lesbian, gay, and bisexual people collectively as "queer" without reference to individuals' relationships to that term).</p> <hd id="AN0179296924-9">Race and racism</hd> <p>We also analyzed the included articles for their attention to race and racism. We selected this analysis because scholars in the field have called explicitly for queer studies scholars to attend to race and racism (Jackson et al., [<reflink idref="bib40" id="ref70">40</reflink>]; Shelton & Barnes, [<reflink idref="bib63" id="ref71">63</reflink>]), and queer studies organisations have specifically committed to a focus on racism and anti-Blackness within queer studies (Queer Studies SIG, [<reflink idref="bib59" id="ref72">59</reflink>]). In 28 of the 55 articles we analyzed, there was no meaningful mention of race or racism at all. In ten additional cases, race was mentioned as a descriptor (often with descriptive statistics of participants) but was not analyzed or discussed. In another 14 cases, there were direct racial comparisons of Black participants or participants of Colour (where participants of Colour was typically a category capturing all participants whose race was anything other than white) to white participants (BrckaLorenz, Duran, Fassett, et al., [<reflink idref="bib6" id="ref73">6</reflink>]; Duran et al., [<reflink idref="bib13" id="ref74">13</reflink>]; Feldman et al., [<reflink idref="bib18" id="ref75">18</reflink>]; Garvey & Rankin, [<reflink idref="bib25" id="ref76">25</reflink>]; Garvey et al., [<reflink idref="bib28" id="ref77">28</reflink>], [<reflink idref="bib26" id="ref78">26</reflink>], [<reflink idref="bib27" id="ref79">27</reflink>]; Hughes & Hurtado, [<reflink idref="bib38" id="ref80">38</reflink>]; Jang, [<reflink idref="bib41" id="ref81">41</reflink>]; Kilgo et al., [<reflink idref="bib43" id="ref82">43</reflink>]; Kosciw et al., [<reflink idref="bib45" id="ref83">45</reflink>]; Mathies et al., [<reflink idref="bib47" id="ref84">47</reflink>]; Pizmony-Levy & Kosciw, [<reflink idref="bib56" id="ref85">56</reflink>]; Woodford et al., [<reflink idref="bib74" id="ref86">74</reflink>]). We note that scholars of race and racism have long argued against direct outcome comparisons between white and Black participants or participants of Colour, as those comparisons can reify white supremacist logics and fail to capture the oppressive conditions that give rise to outcome differences (Strunk & Hoover, [<reflink idref="bib68" id="ref87">68</reflink>]; Zuberi, [<reflink idref="bib79" id="ref88">79</reflink>]; Zuberi & Bonilla-Silva, [<reflink idref="bib80" id="ref89">80</reflink>]). In one case, the sample was entirely people of Colour, and the authors compared various groups within people of Colour (Garvey, Mobley, et al., [<reflink idref="bib24" id="ref90">24</reflink>]). In one other case, there was no analysis of race or racism, but the outcome variable was efficacy for white educators working with LGBTQ+ youth of Colour (Poteat & Scheer, [<reflink idref="bib58" id="ref91">58</reflink>]).</p> <p>It is important to note here that we do not intend to suggest it is never appropriate for researchers to engage in group comparisons among racial groups or to compare outcomes by race. Instead, we note that when race was considered in queer quantitative educational research, it was almost always considered in the context of a comparison to white people. We also wish to point out that research on samples comprised of white people can still seriously engage with questions of racism and white supremacy. For example, researchers can study the dynamics of whiteness, white supremacist ideologies, and racism among white people or study efforts to lessen racist ideologies among white people (Poteat & Scheer, [<reflink idref="bib58" id="ref92">58</reflink>]). However, studies that include people of Colour should work to avoid treating white as the default or asking how people of Colour differ from white people (thus making white people the normalised, standard, or ideal group). Additionally, as in some of the above-cited examples, studies conducted entirely with people of Colour might also be appropriate in centreing their experiences and perspectives.</p> <hd id="AN0179296924-10">Analytic approaches</hd> <p>Finally, we examined the analytic approaches that the authors used. There was no data analysis in four cases because the articles were about quantitative methods but did not present empirical results (Duarte, [<reflink idref="bib11" id="ref93">11</reflink>]; Garvey, [<reflink idref="bib23" id="ref94">23</reflink>]; Heasley, [<reflink idref="bib36" id="ref95">36</reflink>]; Rankin & Garvey, [<reflink idref="bib60" id="ref96">60</reflink>]). Five articles included only descriptive statistics (Anderson, [<reflink idref="bib3" id="ref97">3</reflink>]; Amat et al., [<reflink idref="bib2" id="ref98">2</reflink>]; Ford et al., [<reflink idref="bib19" id="ref99">19</reflink>]; Kintner-Duffy et al., [<reflink idref="bib44" id="ref100">44</reflink>]; Wright & Smith, [<reflink idref="bib78" id="ref101">78</reflink>]). Another seven employed <emph>t</emph>-tests (Bradley et al., [<reflink idref="bib5" id="ref102">5</reflink>]; BrckaLorenz, Duran, & Haeger, [<reflink idref="bib7" id="ref103">7</reflink>]; Burford et al., [<reflink idref="bib8" id="ref104">8</reflink>]; Duran et al., [<reflink idref="bib13" id="ref105">13</reflink>]; Eick et al., [<reflink idref="bib15" id="ref106">15</reflink>]; Gorski et al., [<reflink idref="bib32" id="ref107">32</reflink>]; Worthen, [<reflink idref="bib75" id="ref108">75</reflink>]), nine used analysis of variance (ANOVA) analyses (Aerts et al., [<reflink idref="bib1" id="ref109">1</reflink>]; Dessell et al., [<reflink idref="bib10" id="ref110">10</reflink>]; Dugan & Yurman, [<reflink idref="bib12" id="ref111">12</reflink>]; Feldman et al., [<reflink idref="bib18" id="ref112">18</reflink>]; Garvey, [<reflink idref="bib22" id="ref113">22</reflink>]; Garvey, Mobley, et al., [<reflink idref="bib24" id="ref114">24</reflink>]; Greytak et al., [<reflink idref="bib34" id="ref115">34</reflink>]; McCabe et al., [<reflink idref="bib49" id="ref116">49</reflink>]; Perez et al., [<reflink idref="bib53" id="ref117">53</reflink>]), 11 used chi-square tests (Aerts et al., [<reflink idref="bib1" id="ref118">1</reflink>]; Eisenberg et al., [<reflink idref="bib16" id="ref119">16</reflink>]; Greytak et al., [<reflink idref="bib34" id="ref120">34</reflink>], [<reflink idref="bib35" id="ref121">35</reflink>]; Jones, [<reflink idref="bib42" id="ref122">42</reflink>]; Meyer et al., [<reflink idref="bib51" id="ref123">51</reflink>]; Peter & Taylor, [<reflink idref="bib54" id="ref124">54</reflink>]; Pizmony-Levy & Kosciw, [<reflink idref="bib56" id="ref125">56</reflink>]; Richard, [<reflink idref="bib62" id="ref126">62</reflink>]; Taylor et al., [<reflink idref="bib72" id="ref127">72</reflink>]), and one used structural equation modelling (Simpfenderfer et al., [<reflink idref="bib65" id="ref128">65</reflink>]). Regression analysis (<emph>n</emph> = 27) was by far the most common (Aerts et al., [<reflink idref="bib1" id="ref129">1</reflink>]; BrckaLorenz, Duran, Fassett, et al., [<reflink idref="bib6" id="ref130">6</reflink>]; BrckaLorenz, Duran, & Haeger, [<reflink idref="bib7" id="ref131">7</reflink>]; Dessell et al., [<reflink idref="bib10" id="ref132">10</reflink>]; Duran et al., [<reflink idref="bib13" id="ref133">13</reflink>]; Ecker et al., [<reflink idref="bib14" id="ref134">14</reflink>]; Eick et al., [<reflink idref="bib15" id="ref135">15</reflink>]; Feldman et al., [<reflink idref="bib18" id="ref136">18</reflink>]; Garvey & Rankin, [<reflink idref="bib25" id="ref137">25</reflink>]; Garvey et al., [<reflink idref="bib28" id="ref138">28</reflink>], [<reflink idref="bib26" id="ref139">26</reflink>], [<reflink idref="bib27" id="ref140">27</reflink>]; Garvey, Mobley, et al., [<reflink idref="bib24" id="ref141">24</reflink>]; Garvey, Viray, et al., [<reflink idref="bib29" id="ref142">29</reflink>]; Goodenow et al., [<reflink idref="bib31" id="ref143">31</reflink>]; Hughes & Hurtado, [<reflink idref="bib38" id="ref144">38</reflink>]; Jang, [<reflink idref="bib41" id="ref145">41</reflink>]; Kilgo et al., [<reflink idref="bib43" id="ref146">43</reflink>]; Mathies et al., [<reflink idref="bib47" id="ref147">47</reflink>]; Nightingale, [<reflink idref="bib52" id="ref148">52</reflink>]; Peter & Taylor, [<reflink idref="bib54" id="ref149">54</reflink>]; Pizmony-Levy & Kosciw, [<reflink idref="bib56" id="ref150">56</reflink>]; Posselt & Lipson, [<reflink idref="bib57" id="ref151">57</reflink>]; Sotardi et al., [<reflink idref="bib66" id="ref152">66</reflink>]; Woodford et al., [<reflink idref="bib74" id="ref153">74</reflink>]; Worthen, [<reflink idref="bib75" id="ref154">75</reflink>], [<reflink idref="bib76" id="ref155">76</reflink>]), though many of the regression analyses included only categorical predictors, making them mathematically equivalent to ANOVA analyses (Strunk & Mwavita, [<reflink idref="bib69" id="ref156">69</reflink>]).</p> <p>Perhaps most notable here is how ordinary the methodologies employed by those doing queer quantitative research appear. We note relatively little, if any, queer engagement and use of traditional analyses. Instead, we found a very traditional use of basic educational statistics like the <emph>t</emph>-test, ANOVA, and regression in the dataset. Authors employed techniques like between-group comparisons, regression methods that attempted to treat identities as control variables in estimating group differences, and tests of the relatedness of two categorical variables. The choice of test should always be a design-based decision, and these tests are perfectly appropriate for particular designs. We do not mean to suggest these methods are not valuable or appropriate, but to point to the trend in queer quantitative research toward traditional applications of traditional methods. Specifically, we note the ways that these traditional analyses that rely on discrete categorisation led authors to create discrete categories like LGBTQ+ and cishet, or cisgender and transgender, or in other ways reduce the complexity and fluidity acknowledged by queer theorists and queer and trans studies scholars into neat, orderly categories, often even into binaries.</p> <p>We do point to one specific issue in the literature with the reliance on regression methods for testing categorical independent variables. As others have noted (e.g. Strunk, [<reflink idref="bib67" id="ref157">67</reflink>]), the use of regression methods in this instance does not resolve the core problem of group comparisons. In fact, authors using effect coding reproduce the exact mathematical model of an ANOVA. However, these methods can serve to obscure the group comparisons, while also concealing issues with the assumptions of that model (such as extremely unbalanced sample sizes, heterogeneity of variance, and small effect sizes). We found regression analyses in a large number of studies that involved categorical independent variables, and which made no mention of the issues with the models' statistical assumptions that are inherent to that approach.</p> <p>We also found very few examples of advanced analytic techniques or techniques outside the General Linear Model (GLM) family of statistical tests. As we have argued elsewhere (Strunk, [<reflink idref="bib67" id="ref158">67</reflink>]), there is nothing wrong or problematic with using basic educational statistics when they suit the research questions. This reliance on descriptive and basic statistics is true of other critical quantitative traditions, including QuantCrit, which merges Critical Race Theory and quantitative methods. For example, Castillo and Babb ([<reflink idref="bib9" id="ref159">9</reflink>]) found that the vast majority of published QuantCrit work also employed basic descriptive or group comparison statistics, similar to the present study's finding for queer quantitative work. Descriptive statistics, ANOVA, and regression methods can be robust and provide unique and essential insights. However, we find it worth noting that the approaches to data analysis did not appear to have been "queer" but rather extremely traditional (by which we mean to say there was little to no difference in analytic approach versus a conventional postpositivist approach), and the selection of analytic methods seemed to skew toward basic statistics.</p> <hd id="AN0179296924-11">Discussion</hd> <p>In our review of the queer quantitative educational research, we find that "queer" often takes on a reductive, narrow, and sometimes exclusionary meaning. When used as an identity category, it often was roughly akin to LGBQ, where "queer" means any sexual identity other than heterosexual. This conceptualisation of "queer" also encodes it explicitly as a sexual identity, disconnected from gender and gender identity. This use of "queer" collapses various sexualities into a single category of analysis, which might obscure within-group differences. It might further contribute to the erasure of bisexual, pansexual, and asexual people in education research by reducing their experiences to the umbrella of "queer". We also note that using "queer" to mean "non-heterosexual" strips queer of its revolutionary potential. "Queer" can be a political orientation, a commitment to anti-normativity, and a rejection of traditional social norms (Weise, [<reflink idref="bib73" id="ref160">73</reflink>]). The various meanings and uses of "queer" within communities and scholarship become de-radicalized and stabilised through this construction of queer as a simple identity marker.</p> <p>We also note how this conceptualisation of "queer" might contribute to excluding trans identities from queer scholarship. In our review, most scholars writing about queer people explicitly excluded trans people from consideration. Some of this may be due to the use of large-scale survey data, in which sexual identity is often measured more carefully than gender identity. However, we argue that the de-radicalization of queerness in much of the existing research also leads fairly directly to trans-exclusion in quantitative educational research.</p> <p>Further, we found that most quantitative queer scholarship was race-evasive. Others have noted this trend in the field of queer studies in general, which has historically been a pervasively white field of study. There is a crucial tension in the race-evasiveness of queer quantitative scholarship for researchers to sit with, given the ways that queer scholarship purports to be invested in understanding and disrupting power, exclusion, and subjugation. Queer scholars "need to be reminded of exclusions they enact – whether this is the exclusion of serious engagement with racism, internal debates of misogynies, or insufficient attention to gender identities" (Mayo & Rodriguez, [<reflink idref="bib48" id="ref161">48</reflink>], p. 2). One argument that might be put forward for why scholars do not or could not do this work is that of small sample sizes. That is, queer and trans populations are a numeric minority, and further narrowing to samples of queer and trans people of Colour might produce sample sizes too small for some analyses, thus leading to less engagement with racism in queer and trans quantitative scholarship. We respond to this argument in two ways: (<reflink idref="bib1" id="ref162">1</reflink>) Racism is primarily enacted and reified by white people, so predominantly white samples can still be highly useful in understanding racism. (<reflink idref="bib2" id="ref163">2</reflink>) There are robust statistical analyses such as nonparametric tests available for working with sample sizes as low as five per group, so if the research does require an examination of the responses of samples of Colour, it is possible to do so.</p> <p>We also suggest there may be statistical analyses that would be more useful to queer and trans studies researchers than traditional tests like the <emph>t</emph>-test, ANOVA, and multiple regression. For example, one reason authors may not include subgroup analysis and more nuanced questions is due to limited sample sizes at the intersections of categories like sexuality, gender, and race. For example, nonparametric tests like the Mann–Whitney <emph>U</emph> (instead of independent samples <emph>t</emph>-test) or the Kruskal–Wallis <emph>H</emph> (instead of one-way ANOVA) can be used in cases of both small sample sizes and unbalanced samples. We also suggest there may be applications of other techniques like hierarchical cluster analysis, latent profile analysis, social network analysis, and machine learning that have unique and promising applications for queer quantitative inquiry.</p> <p>Finally, we close by asking how the existing queer quantitative educational research might be read in terms of queerness. We note, for example, the very traditional deployment of typical identity categories for sexuality, the collapsing of gender into nothing more than a binary sex-assigned-at-birth, and the lack of engagement with intersectionality that is common to most of the work we reviewed in this paper. We also note the wide use of basic and traditional analytic strategies. We wonder if there is anything queer about the research other than its focus on or inclusion of gay, lesbian, and bisexual participants? To be clear, we do not intend this as an indictment of the researchers whose work we review in this paper. In many cases, their published work was groundbreaking, first-of-its-kind research for various fields of study. However, we hope to challenge researchers to avoid a simple repetition of those same methods and approaches, and instead to ask how the work might be queered, and how queerness might be taken up more centrally and seriously in quantitative educational research.</p> <hd id="AN0179296924-12">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0179296924-13"> <title> References </title> <blist> <bibl id="bib1" idref="ref109" type="bt">1</bibl> <bibtext> Aerts, S., Dewaele, A., Cox, N., & Van Houtte, M. (2014). Homonegativity in the technical and vocational track: A survey of secondary school students in Flanders. Journal of LGBT Youth, 11 (4), 364 – 387. https://doi.org/10.1080/19361653.2014.910485</bibtext> </blist> <blist> <bibl id="bib2" idref="ref98" type="bt">2</bibl> <bibtext> Amat, A. F., Gonzales-de-Gary, B., & Miravet, L. M. (2022). Between invisibility and homonormativity: LGBT+ referents for Spanish adolescents. Journal of LGBT Youth, 19 (4), 448 – 468. https://doi.org/10.1080/19361653.2020.1800548</bibtext> </blist> <blist> <bibl id="bib3" idref="ref97" type="bt">3</bibl> <bibtext> Anderson, J. (2014). Providing a safe learning environment for queer students in Canadian schools: A legal analysis of homophobic bullying. Journal of LGBT Youth, 11 (3), 212 – 243. https://doi.org/10.1080/19361653.2013.879463</bibtext> </blist> <blist> <bibl id="bib4" idref="ref34" type="bt">4</bibl> <bibtext> Astin, A. W., & Antonio, a. l. (2012). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education (2nd ed.). Rowman and Littlefield.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref56" type="bt">5</bibl> <bibtext> Bradley, E., Albright, G., McMillan, J., & Shockley, K. (2019). Impact of a simulation on educator support of LGBTQ youth. Journal of LGBT Youth, 16 (3), 317 – 339. https://doi.org/10.1080/19361653.2019.1578324</bibtext> </blist> <blist> <bibl id="bib6" idref="ref28" type="bt">6</bibl> <bibtext> BrckaLorenz, A., Duran, A., Fassett, K., & Palmer, D. (2021). The within-group differences in LGBQ+ college students' belongingness, institutional commitment, and outness. Journal of Diversity in Higher Education, 14 (1), 135 – 146. https://doi.org/10.1037/dhe0000135</bibtext> </blist> <blist> <bibl id="bib7" idref="ref45" type="bt">7</bibl> <bibtext> BrckaLorenz, A., Duran, A., & Haeger, H. (2021). Culturally engaging courses and campuses for LGBQ+ issues. Journal of Diversity in Higher Education, 14 (3), 328 – 339. https://doi.org/10.1037/dhe0000177</bibtext> </blist> <blist> <bibl id="bib8" idref="ref104" type="bt">8</bibl> <bibtext> Burford, J., Lucassen, M. F. G., & Hamilton, T. (2017). Evaluating a gender diversity workshop to promote positive learning environments. Journal of LGBT Youth, 14 (2), 211 – 227. https://doi.org/10.1080/19361653.2016.1264910</bibtext> </blist> <blist> <bibl id="bib9" idref="ref159" type="bt">9</bibl> <bibtext> Castillo, W., & Babb, N. (2024). Transforming the future of quantitative educational research: A systematic review of enacting quantCrit. Race Ethnicity and Education, 27 (1), 1 – 21. https://doi.org/10.1080/13613324.2023.2248911</bibtext> </blist> <blist> <bibtext> Dessell, A. B., Goodman, K. D., & Woodford, M. R. (2017). LGBT discrimination on campus and heterosexual bystanders: Understanding intentions to intervene. Journal of Diversity in Higher Education, 10 (2), 101 – 116. https://doi.org/10.1037/dhe0000015</bibtext> </blist> <blist> <bibtext> Duarte, B. J. (2021). Situating subjectivities in the macrosocial policy context: Critical/queer multifocal policy research. Journal of Education Policy, 36 (5), 691 – 707. https://doi.org/10.1080/02680939.2020.1739338</bibtext> </blist> <blist> <bibtext> Dugan, J. P., & Yurman, L. (2011). Commonalities and differences among lesbian, gay, and bisexual college students: Considerations for research and practice. Journal of College Student Development, 52 (2), 201 – 216. https://doi.org/10.1353/csd.2011.0027</bibtext> </blist> <blist> <bibtext> Duran, A., Dahl, L. S., Priety, K., Hooten, Z., & Mayhew, M. J. (2022). Exposing the intersections in LGBQ+ student of Color belongingness: Disrupting hegemonic narratives sustained in college impact work. Journal of Diversity in Higher Education, 15 (2), 153 – 166. https://doi.org/10.1037/dhe0000222</bibtext> </blist> <blist> <bibtext> Ecker, J., Rae, J., & Bassi, A. (2015). Showing your pride: A national survey of queer student centres in Canadian colleges and universities. Higher Education, 70 (5), 881 – 898. https://doi.org/10.1007/s10734-015-9874-x</bibtext> </blist> <blist> <bibtext> Eick, U., Rubinstein, T., Hertz, S., & Slater, A. (2016). Changing attitudes of high school students in Israel toward homosexuality. Journal of LGBT Youth, 13 (0), 192 – 206. https://doi.org/10.1080/19361653.2015.1087930</bibtext> </blist> <blist> <bibtext> Eisenberg, M. E., Gower, A. L., Rider, G. N., McMorris, B. J., & Coleman, E. (2019). At the intersection of sexual orientation and gender identity: variations in emotional distress and bullying experience in a large population-based sample of U.S. adolescents. Journal of LGBT Youth, 16 (3), 235 – 254. https://doi.org/10.1080/19361653.2019.1567435</bibtext> </blist> <blist> <bibtext> Eng, D. L., Halberstam, J., & Muñoz, E. (2005). Introduction: What's queer about queer studies now? Social Text, 23 (3-4), 1 – 17. https://doi.org/10.1215/01642472-23-3-4_84-85-1</bibtext> </blist> <blist> <bibtext> Feldman, S., Watson, R. J., & Gallik, C. (2022). College aspirations, gender sexuality alliances, and teacher support among diverse LGBTQ youth. Educational Review, 74 (2), 281 – 297. https://doi.org/10.1080/00131911.2020.1816907</bibtext> </blist> <blist> <bibtext> Ford, K. S., Rosinger, K. O., Choi, J., & Pulido, G. (2020). Toward gender-inclusive postsecondary data collection. Educational Researcher, 50 (2), 127 – 131. https://doi.org/10.3102/0013189X20966589</bibtext> </blist> <blist> <bibtext> Furlong, J. (2013). Education – an anatomy of the discipline: Rescuing the university project? Routledge.</bibtext> </blist> <blist> <bibtext> Gao, J., Phu Pham, Q. H., & Polio, C. (2022). The role of theory in quantitative and qualitative language learning research: A corpus-based analysis. Research Methods in Applied Linguistics, 1 (2), Article 100006. https://doi.org/10.1016/j.rmal.2022.100006</bibtext> </blist> <blist> <bibtext> Garvey, J. C. (2017). Considerations for queer as a sexual identity classification in education survey research. Journal of College Student Development, 58 (7), 1113 – 1118. https://doi.org/10.1353/csd.2017.0088</bibtext> </blist> <blist> <bibtext> Garvey, J. C. (2019). Queer quantitative query: Sexual orientation in higher education surveys. Journal of College Student Development, 60 (4), 495 – 501. https://doi.org/10.1353/csd.2019.0042</bibtext> </blist> <blist> <bibtext> Garvey, J. C., Mobley, S. D., Summerville, K. S., & Moore, G. T. (2019). Queer and trans* students of color: Navigating identity disclosure and college contexts. Journal of Higher Education, 90 (1), 150 – 178. https://doi.org/10.1080/00221546.2018.1449081</bibtext> </blist> <blist> <bibtext> Garvey, J. C., & Rankin, S. (2018). The influence of campus climate and urbanization on queer-spectrum and trans-spectrum faculty intent to leave. Journal of Diversity in Higher Education, 11 (1), 67 – 81. https://doi.org/10.1037/dhe0000035</bibtext> </blist> <blist> <bibtext> Garvey, J. C., Sanders, L. A., & Flint, M. A. (2017). Generational perceptions of campus climate among LGBTQ undergraduates. Journal of College Student Development, 58 (6), 795 – 817. https://doi.org/10.1353/csd.2017.0065</bibtext> </blist> <blist> <bibtext> Garvey, J. C., Squire, D. D., Stachler, B., & Rankin, S. (2018). The impact of campus climate on queer-spectrum student academic success. Journal of LGBT Youth, 15 (2), 89 – 105. https://doi.org/10.1080/19361653.2018.1429978</bibtext> </blist> <blist> <bibtext> Garvey, J. C., Taylor, J. L., & Rankin, S. (2015). An examination of campus climate for LGBTQ community college students. Community College Journal of Research and Practice, 39 (6), 527 – 541. https://doi.org/10.1080/10668926.2013.861374</bibtext> </blist> <blist> <bibtext> Garvey, J. C., Viray, S., Stango, K., Estep, C., & Jaeger, J. (2019). Emergence of third spaces: Exploring trans students' campus climate perceptions within collegiate environments. Sociology of Education, 92 (3), 229 – 246. https://doi.org/10.1177/0038040719839100</bibtext> </blist> <blist> <bibtext> Goltz, D. (2009). Investigating queer future meanings: Destructive perceptions of "the hardest path". Qualitative Inquiry, 15 (3), 561 – 586. https://doi.org/10.1177/1077800408329238</bibtext> </blist> <blist> <bibtext> Goodenow, C., Szalacha, L., & Westheimer, K. (2006). School support groups, other school factors, and the safety of sexual minority adolescents. Psychology in the Schools, 43 (5), 573 – 589. https://doi.org/10.1002/pits.20173</bibtext> </blist> <blist> <bibtext> Gorski, P. C., Davis, S. N., & Reiter, A. (2013). An examination of the (in)visibility of sexual orientation, heterosexism, homophobia, and other LGBTQ concerns in U.S. multicultural teacher education coursework. Journal of LGBT Youth, 10 (3), 224 – 228. https://doi.org/10.1080/19361653.2013.798986</bibtext> </blist> <blist> <bibtext> Gottfried, M., Estrada, F., & Sublett, C. (2016). STEM education and sexual minority youth: Examining math and science course taking patterns among high school students. High School Journal, 99 (1), 66 – 87. https://doi.org/10.1353/hsj.2015.0018</bibtext> </blist> <blist> <bibtext> Greytak, E. A., Kosciw, J. G., & Boesen, M. J. (2013a). Educating the educator: Creating supportive school personnel through professional development. Journal of School Violence, 12 (1), 80 – 97. https://doi.org/10.1080/15388220.2012.731586</bibtext> </blist> <blist> <bibtext> Greytak, E. A., Kosciw, J. G., & Boesen, M. J. (2013b). Putting the "T" in "resource": The benefits of LGBT-related school resources for transgender youth. Journal of LGBT Youth, 10 (0), 45 – 63. https://doi.org/10.1080/19361653.2012.718522</bibtext> </blist> <blist> <bibtext> Heasley, C. (2021). Heteronormativity and gender issues in education: Representing silent voices through radical re-imagination in empirical research. Educational Studies, 57 (3), 250 – 268. https://doi.org/10.1080/00131946.2021.1892681</bibtext> </blist> <blist> <bibtext> Heck, N. C., Lindquist, L. M., Machek, G. R., & Cochran, B. N. (2014). School belonging, school victimization, and the mental health of LGBT young adults: Implications for school psychologists. School Psychology Forum, 8 (1), 28 – 37.</bibtext> </blist> <blist> <bibtext> Hughes, B. E., & Hurtado, S. (2018). Thinking about sexual orientation: College experiences that predict identity salience. Journal of College Student Development, 59 (3), 309 – 326. https://doi.org/10.1353/csd.2018.0029</bibtext> </blist> <blist> <bibtext> Hurtado, S., Alvarez, C. L., Guillermo-Wann, C., Cuellar, M., & Arellano, L. (2012). A model for diverse learning environments. In J. Smart & M. Paulsen (Eds.), Higher education: Handbook of theory and research (pp. 41 – 122). Springer. https://doi.org/10.1007/978-94-007-2950-6_2</bibtext> </blist> <blist> <bibtext> Jackson, R., Lange, A. C., & Duran, A. (2021). A whitened rainbow: The in/visibility of race and racism in LGBTQ+ higher education scholarship. Journal Committed to Social Change on Race and Ethnicity, 7 (2), 174 – 206. https://<ulink href="http://www.jstor.org/stable/48645159">www.jstor.org/stable/48645159</ulink></bibtext> </blist> <blist> <bibtext> Jang, S. T. (2020). The schooling experiences and aspirations of students belonging to intersecting marginalisations based on race or ethnicity, sexuality, and socioeconomic status. Race Ethnicity and Education, Advance online publication. https://doi.org/10.1080/13613324.2020.1842350</bibtext> </blist> <blist> <bibtext> Jones, T. (2016). Education policies: Potential impacts and implications in Australia and beyond. Journal of LGBT Youth, 13 (1–2), 141 – 160. https://doi.org/10.1080/19361653.2015.1087926</bibtext> </blist> <blist> <bibtext> Kilgo, C. A., Linley, J. L., Renn, K. A., & Woodford, W. R. (2019). High-impact for whom? The influence of environment and identity on lesbian, gay, bisexual, and queer college students' participation in high-impact practices. Journal of College Student Development, 60 (4), 421 – 436. https://doi.org/10.1353/csd.2019.0038</bibtext> </blist> <blist> <bibtext> Kintner-Duffy, V. L., Vardell, R., Lower, J. K., & Cassidy, D. J. (2012). "The changers and the changed": Preparing early childhood teachers to work with lesbian, gay, bisexual, and transgender families. Journal of Early Childhood Teacher Education, 33 (3), 208 – 223. https://doi.org/10.1080/10901027.2012.705806</bibtext> </blist> <blist> <bibtext> Kosciw, J. G., Palmer, N. A., Kull, R. M., & Greytak, E. A. (2012). The effect of negative school climate on academic outcomes for LGBT youth and the role of in-school supports. Journal of School Violence, 12 (1), 45 – 63. https://doi.org/10.1080/15388220.2012.732546</bibtext> </blist> <blist> <bibtext> Lange, A. C., Duran, A., & Jackson, R. (2019). The state of LGBT and queer research in higher education revised: Current academic houses and future possibilities. Journal of College Student Development, 60 (5), 511 – 526. https://doi.org/10.1353/csd.2019.0047</bibtext> </blist> <blist> <bibtext> Mathies, N., Coleman, T., McKie, R. M., Woodford, M. R., Courtice, E. L., Travers, R., & Renn, K. A. (2019). Hearing "that's so gay" and "no homo" on academic outcomes for LGBQ+ college students. Journal of LGBT Youth, 16 (3), 255 – 277. https://doi.org/10.1080/19361653.2019.1571981</bibtext> </blist> <blist> <bibtext> Mayo, C., & Rodriguez, N. M. (2019). Wanting more: Queer theory and education. In C. Mayo & N. M. Rodriguez (Eds.), Queer pedagogies: Theory, praxis, politics (pp. 1 – 8). Springer.</bibtext> </blist> <blist> <bibtext> McCabe, P. C., Dragowski, E. A., & Rubinson, F. (2013). What is homophobic bias anyway? Defining and recognizing microaggressions and harassment of LGBTQ youth. Journal of School Violence, 12 (1), 7 – 26. https://doi.org/10.1080/15388220.2012.731664</bibtext> </blist> <blist> <bibtext> Meyer, E. J. (2008). Gendered harassment in secondary schools: Understanding teachers'(non) interventions. Gender and education, 20 (6), 555 – 570. https://doi.org/10.1080/09540250802213115</bibtext> </blist> <blist> <bibtext> Meyer, E. J., Taylor, C., & Peter, T. (2015). Perspectives on gender and sexual diversity (GSD)-inclusive education: Comparisons between gay/lesbian/bisexual and straight educators. Sex Education, 15z (3), 221 – 234. https://doi.org/10.1080/14681811.2014.979341</bibtext> </blist> <blist> <bibtext> Nightingale, S. D. (2022). The role of trust in perceptions of the sexual assault reporting climate for LGBQ college students. Journal of Diversity in Higher Education, 15 (6), 790 – 800. https://doi.org/10.1037/dhe0000317</bibtext> </blist> <blist> <bibtext> Perez, E. R., Schanding, G. T., & Dao, T. K. (2013). Educators' perceptions in addressing bullying of LGBTQ/gender nonconforming youth. Journal of School Violence, 12 (1), 64 – 79. https://doi.org/10.1080/15388220.2012.731663</bibtext> </blist> <blist> <bibtext> Peter, T., & Taylor, C. (2014). Buried above ground: A university-based study of risk/protective factors for suicidality among sexual minority youth in Canada. Journal of LGBT Youth, 11 (2), 125 – 149. https://doi.org/10.1080/19361653.2014.878563</bibtext> </blist> <blist> <bibtext> Pigott, T. D. (2017). The role of theory in quantitative data analysis. In D. Wyse, N. Selwyn, E. Smith, & L. E. Suter (Eds.), The BERA/SAGE handbook of educational research (pp. 699–710). Sage.</bibtext> </blist> <blist> <bibtext> Pizmony-Levy, O., & Kosciw, J. G. (2016). School climate and the experience of LGBT students: A comparison of the United States and Israel. Journal of LGBT Youth, 13, 46 – 66. https://doi.org/10.1080/19361653.2015.1108258</bibtext> </blist> <blist> <bibtext> Posselt, J. R., & Lipson, S. K. (2016). Competition, anxiety, and depression in the college classroom: Variations by student identity and field of study. Journal of College Student Development, 57 (8), 973 – 989. https://doi.org/10.1353/csd.2016.0094</bibtext> </blist> <blist> <bibtext> Poteat, V. P., & Scheer, J. R. (2016). GSA advisors' self-efficacy related to LGBT youth of Color and transgender youth. Journal of LGBT Youth, 13 (4), 311 – 325. https://doi.org/10.1080/19361653.2016.1185757</bibtext> </blist> <blist> <bibtext> Queer Studies SIG. (2020). AERA Queer Studies SIG statement of commitment, solidarity, and action. https://m.facebook.com/groups/aeraqsig/posts/**AERA-Queer-Studies-SIG**/10163671967555324/</bibtext> </blist> <blist> <bibtext> Rankin, S., & Garvey, J. C. (2015). Identifying, quantifying, and operationalizing queer-spectrum and trans-spectrum students: Assessment and research in student affairs. New Directions for Student Services, 2015 (152), 73 – 84. https://doi.org/10.1002/ss.20146</bibtext> </blist> <blist> <bibtext> Renn, K. A. (2010). LGBT and queer research in higher education: The state and status of the field. Educational Researcher, 39 (2), 132 – 141. https://doi.org/10.3102/0013189X10362579</bibtext> </blist> <blist> <bibtext> Richard, G. (2015). The pedagogical practices of Quebec high school teachers relative to sexual diversity. Journal of LGBT Youth, 12 (2), 113 – 143. https://doi.org/10.1080/19361653.2014.969866</bibtext> </blist> <blist> <bibtext> Shelton, S. A., & Barnes, M. E. (2016). "Racism just isn't an issue anymore": Preservice teachers' resistances to the intersections of sexuality and race. Teaching and Teacher Education, 55, 165 – 174. https://doi.org/10.1016/j.tate.2016.01.008</bibtext> </blist> <blist> <bibtext> Shoenfeld, A. H. (2010). Research commentary: Reflections of an accidental theorist. Journal for Research in Mathematics Education, 41 (2), 104 – 116. https://doi.org/10.5951/jresematheduc.41.2.0104</bibtext> </blist> <blist> <bibtext> Simpfenderfer, A. D., Robles, J., Drummond, J., Garvey, J. C., Haslam, R. E., Dews, S. D., & Weaver, C. A. (2020). Campus climate perceptions and residential living among queer and trans students: An exploration using structural equation modeling. Review of Higher Education, 44 (1), 31 – 56. https://doi.org/10.1353/rhe.2020.0034</bibtext> </blist> <blist> <bibtext> Sotardi, V. A., Surtees, N., Vincent, K., & Johnston, H. (2022). Belonging and adjustment for LGBTQ+ and non-LGBTQ+ students during the social transition to university. Journal of Diversity in Higher Education, 15 (6), 755 – 765. https://doi.org/10.1037/dhe0000305</bibtext> </blist> <blist> <bibtext> Strunk, K. K. (2024). Critical approaches to quantitative research: Review, critique, and applications. In S. Diem & M. Young (Eds.), Handbook of critical educational research (pp. 56 – 74). Routledge.</bibtext> </blist> <blist> <bibtext> Strunk, K. K., & Hoover, P. D. (2019). Quantitative methods for social justice and equity: Theoretical and practical considerations. In K. K. Strunk & L. A. Locke (Eds.), Research methods for social justice and equity in education (pp. 191 – 201). Palgrave. https://doi.org/10.1007/978-3-030-05900-2_16</bibtext> </blist> <blist> <bibtext> Strunk, K. K. & Mwavita, M. (2021). Design and analysis in educational research: ANOVA designs in jamovi. Routledge.</bibtext> </blist> <blist> <bibtext> Stryker, S. (2014). Transgender studies: Queer theory's evil twin. GLQ: A Journal of Lesbian and Gay Studies, 10 (2), 212 – 215. https://doi.org/10.1215/10642684-10-2-212</bibtext> </blist> <blist> <bibtext> Talburt, S., & Rasmussen, M. L. (2010). After-queer' tendencies in queer research. International Journal of Qualitative Studies in Education, 23 (1), 1 – 14. https://doi.org/10.1080/09518390903447184</bibtext> </blist> <blist> <bibtext> Taylor, C. G., Meyer, E. J., Peter, T., Ristock, J., Short, D., & Campbell, C. (2016). Gaps between beliefs, perceptions, and practices: The every teacher project on LGBTQ-inclusive education in Canadian schools. Journal of LGBT Youth, 13 (0), 112 – 140. https://doi.org/10.1080/19361653.2015.1087929</bibtext> </blist> <blist> <bibtext> Weise, J. A. (2021). Queer. In K. K. Strunk & S. A. Shelton (Eds.), Encyclopedia of queer studies in education (pp. 484 – 489). Brill.</bibtext> </blist> <blist> <bibtext> Woodford, M. R., Weber, G., Nicolazzo, Z., Hunt, R., Julick, A., Coleman, T., Coulombe, S., & Renn, K. A. (2018). Depression and attempted suicide among LGBTQ college students: Fostering resilience to the effects of heterosexism and cisgenderism on campus. Journal of College Student Development, 59 (4), 421 – 438. https://doi.org/10.1353/csd.2018.0040</bibtext> </blist> <blist> <bibtext> Worthen, M. G. F. (2011). College student experiences with an LGBTQ ally training program: A mixed methods study at a university in the southern United States. Journal of LGBT Youth, 8 (4), 332 – 377. https://doi.org/10.1080/19361653.2011.608024</bibtext> </blist> <blist> <bibtext> Worthen, M. G. F. (2012). Heterosexual college student sexual experiences, feminist identity, and attitudes toward LGBT individuals. Journal of LGBT Youth, 9 (2), 77 – 113. https://doi.org/10.1080/19361653.2012.649613</bibtext> </blist> <blist> <bibtext> Wozolek, B., & Carlson, D. L. (2022). Mapping the contours of queer battle fatigue in educational contexts: An introduction. International Journal of Qualitative Studies in Education, 35 (9), 905 – 910. https://doi.org/10.1080/09518398.2022.2035461</bibtext> </blist> <blist> <bibtext> Wright, T. E., & Smith, N. J. (2015). A safer place? LGBT educators, school climate, and implications for administrators. Educational Forum, 79 (4), 394 – 407. https://doi.org/10.1080/00131725.2015.1068901</bibtext> </blist> <blist> <bibtext> Zuberi, T. (2003). Thicker than blood: How racial statistics lie. University of Minnesota Press.</bibtext> </blist> <blist> <bibtext> Zuberi, T., & Bonilla-Silva, E. (eds.). (2008). White logic, white methods: Racism and methodology. Rowman and Littlefield.</bibtext> </blist> </ref> <aug> <p>By Kamden K. Strunk and Stephanie Anne Shelton</p> <p>Reported by Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib30" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib71" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib77" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib61" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib46" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib55" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib21" firstref="ref9"></nolink> <nolink nlid="nl8" bibid="bib20" firstref="ref11"></nolink> <nolink nlid="nl9" bibid="bib64" firstref="ref14"></nolink> <nolink nlid="nl10" bibid="bib11" firstref="ref15"></nolink> <nolink nlid="nl11" bibid="bib22" firstref="ref16"></nolink> <nolink nlid="nl12" bibid="bib41" firstref="ref17"></nolink> <nolink nlid="nl13" bibid="bib60" firstref="ref18"></nolink> <nolink nlid="nl14" bibid="bib13" firstref="ref20"></nolink> <nolink nlid="nl15" bibid="bib16" firstref="ref21"></nolink> <nolink nlid="nl16" bibid="bib18" firstref="ref22"></nolink> <nolink nlid="nl17" bibid="bib33" firstref="ref25"></nolink> <nolink nlid="nl18" bibid="bib37" firstref="ref26"></nolink> <nolink nlid="nl19" bibid="bib53" firstref="ref27"></nolink> <nolink nlid="nl20" bibid="bib12" firstref="ref29"></nolink> <nolink nlid="nl21" bibid="bib25" firstref="ref30"></nolink> <nolink nlid="nl22" bibid="bib28" firstref="ref31"></nolink> <nolink nlid="nl23" bibid="bib27" firstref="ref32"></nolink> <nolink nlid="nl24" bibid="bib52" firstref="ref33"></nolink> <nolink nlid="nl25" bibid="bib39" firstref="ref35"></nolink> <nolink nlid="nl26" bibid="bib35" firstref="ref36"></nolink> <nolink nlid="nl27" bibid="bib56" firstref="ref37"></nolink> <nolink nlid="nl28" bibid="bib58" firstref="ref38"></nolink> <nolink nlid="nl29" bibid="bib62" firstref="ref39"></nolink> <nolink nlid="nl30" bibid="bib72" firstref="ref40"></nolink> <nolink nlid="nl31" bibid="bib50" firstref="ref41"></nolink> <nolink nlid="nl32" bibid="bib10" firstref="ref57"></nolink> <nolink nlid="nl33" bibid="bib57" firstref="ref61"></nolink> <nolink nlid="nl34" bibid="bib45" firstref="ref62"></nolink> <nolink nlid="nl35" bibid="bib19" firstref="ref64"></nolink> <nolink nlid="nl36" bibid="bib29" firstref="ref65"></nolink> <nolink nlid="nl37" bibid="bib17" firstref="ref68"></nolink> <nolink nlid="nl38" bibid="bib70" firstref="ref69"></nolink> <nolink nlid="nl39" bibid="bib40" firstref="ref70"></nolink> <nolink nlid="nl40" bibid="bib63" firstref="ref71"></nolink> <nolink nlid="nl41" bibid="bib59" firstref="ref72"></nolink> <nolink nlid="nl42" bibid="bib26" firstref="ref78"></nolink> <nolink nlid="nl43" bibid="bib38" firstref="ref80"></nolink> <nolink nlid="nl44" bibid="bib43" firstref="ref82"></nolink> <nolink nlid="nl45" bibid="bib47" firstref="ref84"></nolink> <nolink nlid="nl46" bibid="bib74" firstref="ref86"></nolink> <nolink nlid="nl47" bibid="bib68" firstref="ref87"></nolink> <nolink nlid="nl48" bibid="bib79" firstref="ref88"></nolink> <nolink nlid="nl49" bibid="bib80" firstref="ref89"></nolink> <nolink nlid="nl50" bibid="bib24" firstref="ref90"></nolink> <nolink nlid="nl51" bibid="bib23" firstref="ref94"></nolink> <nolink nlid="nl52" bibid="bib36" firstref="ref95"></nolink> <nolink nlid="nl53" bibid="bib44" firstref="ref100"></nolink> <nolink nlid="nl54" bibid="bib78" firstref="ref101"></nolink> <nolink nlid="nl55" bibid="bib15" firstref="ref106"></nolink> <nolink nlid="nl56" bibid="bib32" firstref="ref107"></nolink> <nolink nlid="nl57" bibid="bib75" firstref="ref108"></nolink> <nolink nlid="nl58" bibid="bib34" firstref="ref115"></nolink> <nolink nlid="nl59" bibid="bib49" firstref="ref116"></nolink> <nolink nlid="nl60" bibid="bib42" firstref="ref122"></nolink> <nolink nlid="nl61" bibid="bib51" firstref="ref123"></nolink> <nolink nlid="nl62" bibid="bib54" firstref="ref124"></nolink> <nolink nlid="nl63" bibid="bib65" firstref="ref128"></nolink> <nolink nlid="nl64" bibid="bib14" firstref="ref134"></nolink> <nolink nlid="nl65" bibid="bib31" firstref="ref143"></nolink> <nolink nlid="nl66" bibid="bib66" firstref="ref152"></nolink> <nolink nlid="nl67" bibid="bib76" firstref="ref155"></nolink> <nolink nlid="nl68" bibid="bib69" firstref="ref156"></nolink> <nolink nlid="nl69" bibid="bib67" firstref="ref157"></nolink> <nolink nlid="nl70" bibid="bib73" firstref="ref160"></nolink> <nolink nlid="nl71" bibid="bib48" firstref="ref161"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1437350
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Querying Queer Quantitative Educational Research: A Systematic Literature Review
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kamden+K%2E+Strunk%22">Kamden K. Strunk</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5613-218X">0000-0002-5613-218X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stephanie+Anne+Shelton%22">Stephanie Anne Shelton</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5561-4331">0000-0001-5561-4331</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Review%22"><i>Educational Review</i></searchLink>. 2024 76(6):1708-1721.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22LGBTQ+People%22">LGBTQ People</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/00131911.2024.2311195
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0013-1911<br />1465-3397
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The past decade has seen growth in the use of quantitative methods for queer educational research. The purpose of the present study was to review research published in education journals from 2011 to 2022 that used quantitative methods and took up the language of queerness. We ultimately identified 55 such articles and analyzed them for their theoretical engagements, the inclusion of LGBTQ+ identities/people, the place of race and racism in the studies, and the analytic approaches authors took. We found that few engaged theory and there was little meaningful engagement of queer theoretical perspectives, though some authors had intentionally engaged queer theory. We also found that queer was usually a euphemism for gay, lesbian, and (more rarely) bisexual. Most focused on white participants, and when race was considered, it was almost always in comparison to white participants. We also found some examples of race-conscious work. Finally, most authors used t-tests, ANOVAs, and regression analyses.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1437350
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1437350
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/00131911.2024.2311195
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 1708
    Subjects:
      – SubjectFull: Literature Reviews
        Type: general
      – SubjectFull: Content Analysis
        Type: general
      – SubjectFull: LGBTQ People
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Educational Research
        Type: general
    Titles:
      – TitleFull: Querying Queer Quantitative Educational Research: A Systematic Literature Review
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Kamden K. Strunk
      – PersonEntity:
          Name:
            NameFull: Stephanie Anne Shelton
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 0013-1911
            – Type: issn-electronic
              Value: 1465-3397
          Numbering:
            – Type: volume
              Value: 76
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Educational Review
              Type: main
ResultId 1