Thinking with theory in college student success research: investigating the influence of theoretical leanings in analyzing data

Abstract

Using Jackson and Mazzei’s thinking with theory, this paper centers the stories of three researchers who practiced critical self-reflection while engaging in secondary analysis of data from The Pedagogy of Student Success Project, a study intended to learn about graduate students’ evolving conceptualizations of student success. In particular, the researchers were interested in how their individual theoretical leanings influenced how they interacted with the data and how their collaborations in turn shaped their thinking. To explore this phenomena, the authors analyzed qualitative data from two participants, wrote reflective memorandums, and held conversations about their theoretical leanings. The three researchers addressed how the Anti-Deficit Achievement Framework, Black Feminisms, and Intersectionality shaped their analysis of qualitative data. Findings reveal how scholars' theoretical leanings inform how they analyze and interpret student success research, in addition to showing how research collaborations play a role in thinking with theory.

Keywords:

• Student success
• higher education
• theoretical frameworks

Disclosure statement

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

Notes

1 Participants selected their own pseudonym.

Additional information

Notes on contributors

Antonio Duran

Antonio Duran, Ph.D. is an assistant professor of higher education at Florida International University.

Wilson Kwamogi Okello

Wilson K. Okello, Ph.D. is an assistant professor of higher education at University of North Carolina, Wilmington.

David Pérez II

David Pérez II, Ph.D. is an associate professor of higher education at Syracuse University.