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Educational Studies
A Journal of the American Educational Studies Association
Volume 60, 2024 - Issue 1: Queer Quantitative Methodology in Educational Studies
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Articles

Resisting Normality through a Nonbinary Quantitative Method

 

Abstract

Critical quantitative methods provide opportunities for Queer Theory to challenge, re-define, and re-claim the historically privileged research tradition. In this paper, I begin by summarizing the various binaries that oppress research and individuality. I then engage with Queer Theory and my own intersectional positionality to propose a nonbinary quantitative methodology. Next, I draw on various examples to demonstrate the possibilities for how quantitative research can be nonbinary when it challenges objectivity, acknowledges intersectionality, combines multiple theories, redefines quantitative measures, blurs methodological boundaries, and/or re-appropriates research for action. The paper concludes with a summary of how a nonbinary quantitative method intentionally acknowledges positionality and is deeply grounded in intersectionality to challenge deficit and majoritarian narratives and research practices implied by more traditional quantitative approaches.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Use of the term technologies here is intended to be a play on the pressure to be scientific/objective.

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