An epistemological revolution

Abstract

This three-manuscript formatted dissertation interrogated the effectiveness of high-impact educational practices for marginalized students through the use of critical quantitative inquiry. The first empirical manuscript used data from the Wabash National Study of Liberal Arts education to explore the role of race and class on students' engagement in and effects from high-impact practices. Findings from this manuscript suggest significant differences in academic motivation change over the first year of college when race and class were examined together, while no differences when just class was examined. The second empirical manuscript used data from the National Study of LGBTQ Student Success to examine the intersections of environment and participation in and effect from high-impact practices for lesbian, gay, bisexual, and queer (LGBQ+) students. Findings from this manuscript suggested that students' perceptions of overall support and their relations with instructors mediated the influence that participation in high-impact practices had on students' academic development. Finally, the third main manuscript considered the utility of critical quantitative inquiry and ways researchers can combine critical theory into quantitative research.

The within-group differences in LGBQ+ college students’ belongingness, institutional commitment, and outness.

“…The Model of Multiple Dimensions of Identity (MMDI; Jones & McEwen, 2000), together with critical quantitative influences (e.g., Kilgo, 2016; Stage, 2007; Stage & Wells, 2014; Wells & Stage, 2014), formed the conceptual framework for this study. To begin, the MMDI served as an important foundation for this research because of its focus on how students’ various identity dimensions intertwine (e.g., their race and sexuality; Jones & McEwen, 2000).…”