Outing the Politics of Knowledge Production: A Review of <i>LGBTQ Issues in Education: Advancing a Research Agenda</i>

Brockenbrough, Ed

doi:10.3102/0013189x17733974

Cited by 4 publications

(4 citation statements)

References 13 publications

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“…In the vein of the theoretical critiques in the recent special issue of Educational Researcher (see, e.g., Brockenbrough, 2017;Cimpian, 2017;Love, 2017;Mayo, 2017), this article also challenges-empirically-the assumptions implicit in much quantitative education research on LGBQ youth (see also, Robinson-Cimpian, 2014). Yet, this work pushes the empirical work a step further by providing direct comparisons of methods used for assessing data validity, and in doing so, illustrates that even seemingly similar work intended to reduce bias can lead to different conclusions based on the assumptions the researchers make throughout the analysis stage.…”

Section: Data Validity and Research Transparencymentioning

confidence: 90%

“…Research on LGBQ (and more broadly, LGBTQ) youth in education has been receiving increasing focus as of late, with a recent American Educational Research Associationpublished book (Wimberly, 2015b) and special issue of Educational Researcher (Cimpian & Herrington, 2017), as just two illustrations. Although both the book and special issue include a wide variety of research methodological perspectives, the general trend in education research on LGBQ youth has been a movement toward quantitative work (Brockenbrough, 2017). For instance, Wimberly (2015aWimberly ( , 2015bWimberly & Battle, 2015) calls for more quantitative research on LGBQ students.…”

Section: The Importance Of Data Validity For Lgbq Research In Educationmentioning

confidence: 99%

“…For instance, Wimberly (2015aWimberly ( , 2015bWimberly & Battle, 2015) calls for more quantitative research on LGBQ students. Thus, it is noteworthy that there have been several recent critiques from across methodological perspectives regarding how quantitative research chooses to categorize LGBQ youth in education research, yet it is valued by the education research community (Brockenbrough, 2017;Cimpian, 2017;Mayo, 2017). Indeed, if we are experiencing an increasing quantification of LGBQ research in education, we must ensure that the research is valid and not valued simply because it is quantitative.…”

Section: The Importance Of Data Validity For Lgbq Research In Educationmentioning

confidence: 99%

See 2 more Smart Citations

Large-Scale Estimates of LGBQ-Heterosexual Disparities in the Presence of Potentially Mischievous Responders: A Preregistered Replication and Comparison of Methods

Cimpian

Timmer

2019

AERA Open

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Although numerous survey-based studies have found that students who identify as lesbian, gay, bisexual, or questioning (LGBQ) have elevated risk for many negative academic, disciplinary, psychological, and health outcomes, the validity of the types of data on which these results rest have come under increased scrutiny. Over the past several years, a variety of data-validity screening techniques have been used in attempts to scrub data sets of “mischievous responders,” youth who systematically provide extreme and untrue responses to outcome items and who tend to falsely report being LGBQ. We conducted a preregistered replication of Cimpian et al. with the 2017 Youth Risk Behavior Survey to (1) estimate new LGBQ-heterosexual disparities on 20 outcomes; (2) test a broader, mechanistic theory relating mischievousness effects with a feature of items (i.e., item response-option extremity); and (3) compare four techniques used to address mischievous responders. Our results are consistent with Cimpian et al.’s findings that potentially mischievous responders inflate LGBQ-heterosexual disparities, do so more among boys than girls, and affect outcomes differentially. For example, we find that removing students suspected of being mischievous responders can cut male LGBQ-heterosexual disparities in half overall and can completely or mostly eliminate disparities in outcomes including fighting at school, driving drunk, and using cocaine, heroin, and ecstasy. Methodologically, we find that some methods are better than others at addressing the issue of data integrity, with boosted regressions coupled with data removal leading to potentially very large decreases in the estimates of LGBQ-heterosexual disparities, but regression adjustment having almost no effect. While the empirical focus of this article is on LGBQ youth, the issues discussed are relevant to research on other minority groups and youth generally, and speak to survey development, methodology, and the robustness and transparency of research.

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Section: Data Validity and Research Transparencymentioning

confidence: 90%

Section: The Importance Of Data Validity For Lgbq Research In Educationmentioning

confidence: 99%

Section: The Importance Of Data Validity For Lgbq Research In Educationmentioning

confidence: 99%

See 1 more Smart Citation

Large-Scale Estimates of LGBQ-Heterosexual Disparities in the Presence of Potentially Mischievous Responders: A Preregistered Replication and Comparison of Methods

Cimpian

Timmer

2019

AERA Open

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“…Queer methodologies entail interventions into the pol itics of knowledge production (Brockenbrough, 2017;Gowlett & Rasmussen, 2014;Tierney & Dilley, 1998) by "champion[ing] the fluid, flux, disruptive, transgressive, interpretivist, and local knowledges" (Ghaziani & Brim, 2019b, p. 4). For instance, I understand such orientations as rejecting damage centered narratives (Tuck, 2009), vic tim tropes of queer youth (Blackburn, 2007;Marshall, 2010), and assumptions of queerness as an inherent condi tion of risk, especially in institutional review board fram ings (Hermann Wilmarth & Ryan, 2019).…”

Section: Queer Methodologies and Ethnographymentioning

confidence: 99%

Queer Compositions in a U.S. Secondary Classroom: Genre, Citationality, and Linguistic Racism

Schey

2021

Reading Research Quarterly

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In recent decades, there has been an increase in literacy education research attending to curriculum inclusive of sexual and gender diversity in secondary classrooms. Although valuable, most of this research has focused on the ideational and representational qualities of curriculum and thus has overlooked the significance of composition and genre. Seeking to add this scholarship, I focused on youth choosing to write about queer topics for compositional assignments in a secondary humanities course that combined English language arts and social studies (U.S. studies). Drawing from a broader literacy ethnography conducted at a high school in a Midwestern U.S. city, I argue that youth in the humanities course drew on curricular ideas and genres in their literacy performances in ways that resisted and reified oppressive values. Genres that encouraged extended dialogue resulted in interrogations of cisheteronormativity that were sustained and intersectional. However, youth's use of genres cited and reproduced racist and cisheteronormative Eurocentric, anti-Black, and assimilationist ideologies. Hence, there is a need for approaches to queer-inclusive curricula that explore intersections of queerness and race and attend to aspects of literacy and language practices beyond ideational and representational content.

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Learning from African American Lesbian Mothers about Conducting Research

Radis

Sands

2020

Journal of GLBT Family Studies

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Outing the Politics of Knowledge Production: A Review of LGBTQ Issues in Education: Advancing a Research Agenda

Cited by 4 publications

References 13 publications

Large-Scale Estimates of LGBQ-Heterosexual Disparities in the Presence of Potentially Mischievous Responders: A Preregistered Replication and Comparison of Methods

Large-Scale Estimates of LGBQ-Heterosexual Disparities in the Presence of Potentially Mischievous Responders: A Preregistered Replication and Comparison of Methods

Queer Compositions in a U.S. Secondary Classroom: Genre, Citationality, and Linguistic Racism

Learning from African American Lesbian Mothers about Conducting Research

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