Quality and quantity: Reconstructing feminist methodology

Sprague, Joey; Zimmerman, Mary K.

doi:10.1007/bf02697788

Cited by 49 publications

(21 citation statements)

References 12 publications

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“…Another 'technique' consists of statistical verification, which may help us tear away the veil of impressions we form for ourselves on the basis of our daily experience (for a discussion on qualitative and quantitative methodologies in feminist research see Peplau and Conrad, 1989;Sprague and Zimmerman, 1989;Reinharz, 1992). An example of the enlightening potentialities ofstatistical data comes from the field of perinatal epidemiology.…”

Section: Statistical Verificationmentioning

confidence: 99%

Studying work, motherhood and women's well-being: A few notes about the construction of knowledge

Romito

1997

Journal of Reproductive and Infant Psychology

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This paper outlines the contribution made by a gendered analysis to the production of knowledge, and in particular to the theories and research regarding relationships between work, reproduction and women's well-being. The argument is that feminist thinking and practices have created a break with the 'common sense' understanding ofreality; this break is essential if we are to be able to construct new concepts and categories for studying women's lives.

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Section: Statistical Verificationmentioning

confidence: 99%

Studying work, motherhood and women's well-being: A few notes about the construction of knowledge

Romito

1997

Journal of Reproductive and Infant Psychology

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“…As a result, most of the scholars who construct feminist theory and produce women's studies course materials tend to be unfamiliar with institutional analyses of gender stratification that focus on the way that ecology and technology affect gender stratification, and they are unaware of social and behavioral work that involves numbers. Women sociologists remain divided on the issue of quantitative studies (Sprague and Zimmerman, 1989).…”

Section: Three Theories and A Social Movementmentioning

confidence: 99%

Rational choice models in sociology

Huber

1997

Am Soc

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Sociologists' interest in rational choice theory stems from the effort to link macro-and microlevel data. Implicit forms of rational choice theory underlie most analyses of the social and economic problems spawned by sweeping change in the ways men and women make a living, yet the discipline lacks a general microlevel theory, a bridge between levels, and a macrolevel theory. Rational choice theories need to be supplemented by assumptions about the rewards and constraints that people face.

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“…This paper addresses the conditions under which quantitative and qualitative research methods could be combined in special education. Mixed-method strategies have been called combining methods (e.g, Bifano, 1989), integrated methods (Sprague & Zimmerman, 1989;US Office of Technology Assessment, 1980-81), multimethod design (Durst & Schaeffer, 1987), multiple methods , triangulation (e.g., Denzin, 1979;Goetz & LeCompte, 1984;Kidder & Fine, 1987), imbedded strategies (Yin, 1989), eclectic methods (Beauchamp & Braden, 1989), complementary methods (Firestone, 1987), and quasi-ethnography or microethnography (Goetz & LeCompte, 1984). Yin (1989) used additional terminology, which will be discussed in the case study section later.…”

Section: Mixed Methods Research In Special Educationmentioning

confidence: 99%

1. Methodology of Statistical Analysis

Gottinger¹

1980

Elements of Statistical Analysis

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This paper addresses the conditions under which quantitative and qualitative research methods could be combined in special education. The paper asserts that qualitative designs have not had a significant effect on special education research and speculates that mixed-method research might be more acceptable to special education researchers or editors than studies 4sing only qualitative methods. The methodological characteristics of each approach to research are described. Strategies for mixing quantitative and qualitative research methods are discussed. The work of Robert Yin, who has described ways in which quantitative data can be embedded in case studies, is examined. The use of mixed-methods in educational evaluation is addressed, and the special case of single-subject research is analyzed. Several examples of the integration of qualitative and quantitative methods are then described. The paper concludes with a discussion of the need for and viability of mixed-method research in early intervention. This conclusion argues that mixed-method research is needed for both philosophical and pragmatic reasons, but that it is important not to let mixed-method designs excuse researchers from following the principles or rules of each method. Mixing methods generates the possibility of creating a higher standard of research which would take into account the complexity of the organism, the environment, and the intervention, as well as different perspectives on the purpose of research. (Contains approximately 65 references.) (JDD)

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Quality and quantity: Reconstructing feminist methodology

Cited by 49 publications

References 12 publications

Studying work, motherhood and women's well-being: A few notes about the construction of knowledge

Studying work, motherhood and women's well-being: A few notes about the construction of knowledge

Rational choice models in sociology

1. Methodology of Statistical Analysis

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