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Who are the "Scholars" in "Scholarship?": How Higher Education Researchers Represent Positionality in Their Studies.

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Title: Who are the "Scholars" in "Scholarship?": How Higher Education Researchers Represent Positionality in Their Studies.
Authors: Duran, Antonio (AUTHOR), Foste, Zak (AUTHOR), Williams, J. Audra (AUTHOR)
Source: Journal of Higher Education. 2026, Vol. 97 Issue 4, p710-733. 24p.
Subjects: Researcher positionality, Content analysis, Research methodology, Education research methodology, Quantitative research, Higher education research, Qualitative research
Abstract: Despite the widespread incorporation of positionality statements in higher education qualitative scholarship, and their incremental increase in quantitative research, understandings of just what such statements "do" are not universally held. Moreover, concerns abound about who are the scholars that are typically asked to disclose aspects of the self in their statements and the potential consequences of doing so. Implementing a content analysis approach, this article examined how authors constructed positionality statements in published manuscripts across five higher education journals from 2018 to 2023. Findings illustrated the presence of positionality statements across methodology and journals. Moreover, we identified four functions that positionality statements served in the reviewed manuscripts: positionality as involving acknowledgment of self/process and monitoring bias, as knowledge to be drawn upon, as inspiration and motivation, as well as shaper of relationship dynamics. Informed by these findings, we provide implications to inform the field's understanding and usage of positionality statements moving forward. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Who are the "Scholars" in "Scholarship?": How Higher Education Researchers Represent Positionality in Their Studies.
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  Data: <searchLink fieldCode="AR" term="%22Duran%2C+Antonio%22">Duran, Antonio</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Foste%2C+Zak%22">Foste, Zak</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Williams%2C+J%2E+Audra%22">Williams, J. Audra</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Higher+Education%22">Journal of Higher Education</searchLink>. 2026, Vol. 97 Issue 4, p710-733. 24p.
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  Data: <searchLink fieldCode="DE" term="%22Researcher+positionality%22">Researcher positionality</searchLink><br /><searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Education+research+methodology%22">Education research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education+research%22">Higher education research</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Despite the widespread incorporation of positionality statements in higher education qualitative scholarship, and their incremental increase in quantitative research, understandings of just what such statements "do" are not universally held. Moreover, concerns abound about who are the scholars that are typically asked to disclose aspects of the self in their statements and the potential consequences of doing so. Implementing a content analysis approach, this article examined how authors constructed positionality statements in published manuscripts across five higher education journals from 2018 to 2023. Findings illustrated the presence of positionality statements across methodology and journals. Moreover, we identified four functions that positionality statements served in the reviewed manuscripts: positionality as involving acknowledgment of self/process and monitoring bias, as knowledge to be drawn upon, as inspiration and motivation, as well as shaper of relationship dynamics. Informed by these findings, we provide implications to inform the field's understanding and usage of positionality statements moving forward. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=194058831
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      – Type: doi
        Value: 10.1080/00221546.2025.2494483
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      – Code: eng
        Text: English
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        StartPage: 710
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      – SubjectFull: Researcher positionality
        Type: general
      – SubjectFull: Content analysis
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Education research methodology
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      – SubjectFull: Quantitative research
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      – SubjectFull: Higher education research
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      – TitleFull: Who are the "Scholars" in "Scholarship?": How Higher Education Researchers Represent Positionality in Their Studies.
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              M: 07
              Text: 2026
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              Y: 2026
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