Transformativist Measurement Development Methodology: A Mixed Methods Approach to Scale Construction

2021 ◽  
pp. 155868982110336
Author(s):  
Nicole Leach Sankofa
Keyword(s):  
Social Justice ◽  
Mixed Methods ◽  
Lived Experience ◽  
Scale Construction ◽  
Measurement Development ◽  
Social Scientists ◽  
School Communities ◽  
Marginalized Communities ◽  
Development Methodology ◽  
Methodological Procedures

Social justice research is popular in education, but social scientists have limited emancipatory methodological procedures, especially in scale construction approaches that empower marginalized communities in defining their own lived experience. Therefore, this study develops the Transformativist Measurement Development Methodology, exemplified using the development of the peer bonds scale. The sample (167 students across two democratic school communities) was randomly selected, then purposive sampled for optimal diversity. Across Transformativist Measurement Development Methodology’s six stages, mixed methods were used to check assumptions, set parameters, inductively operationalize the construct, qualitatively generate items, quantitatively examine psychometric properties, and examine trustworthiness. This work contributes to mixed methods social justice efforts that apply transformativist approaches to research processes for emancipatory social science procedures while enhancing rigor in scale construction methodology.

scholarly journals Getting at Equality: Research Methods Informed by the Lessons of Intersectionality

2019 ◽  
Vol 18 ◽  
pp. 160940691984675 ◽  
Author(s):  
Jane Bailey ◽  
Valerie Steeves ◽  
Jacquelyn Burkell ◽  
Leslie Regan Shade ◽  
Rakhi Ruparelia ◽  
...  
Keyword(s):  
Social Justice ◽  
Mixed Methods ◽  
Young People ◽  
Social Science ◽  
Concept Mapping ◽  
Participatory Action ◽  
Marginalized Communities ◽  
Intersectionality Theory ◽  
Deliberative Dialogue ◽  
Communications Technologies

This article evaluates a Participatory Action Research (PAR) approach with mixed methods including concept mapping, q-sorting and deliberative dialogue in the context of a research project on young people’s experiences with digital communications technologies, and addresses some of the central insights of intersectionality theory and praxis. Our approach seeks to ensure that, insofar as possible, the gathered data provide a rich and layered window into the experiences of young people from a range of marginalized communities served by our project partners. The article revisits some key insights and contestations relating to intersectionality and addresses their relationship to our approach. We evaluate whether these methods enhance understandings of the interactions of structures of subordination with other factors identified in intersectionality scholarship, as well as the extent to which they centre the knowledge and expertise of those subordinated by matrices of domination as discussed by authors such as Crenshaw and Hill Collins. Our approach is just one of many that social science researchers interested in advancing intersectionality’s key insights could deploy. While it falls short of full consistency with these insights, its mixed methods work toward our partners’ social justice objectives while facilitating exploration of intersecting axes of subordination. Our approach can also help our project recapture the politic at the heart of many intersectional feminist critiques, such as those of Crenshaw and Hill Collins - that reconceptualizing knowledge requires centring the knowledge and expertise of those traditionally excluded due to interlocking systems of subordination.

Social Justice Theory and Practice: Fostering Inclusion in Exclusionary Contexts

2016 ◽  
Author(s):  
Susan Opotow
Keyword(s):  
Social Justice ◽  
Lived Experience ◽  
Final Section ◽  
Theory And Practice ◽  
Marginalized Communities ◽  
Moral Exclusion ◽  
Scope Of Justice ◽  
Social Justice Theory ◽  
Acute And Chronic Exposure ◽  
Collaborative Efforts

This chapter, focused on the meaning and dynamics of social justice and injustice, describes theory and the lived experience of injustice. Its first section defines social justice, social injustice, and three psychological justice models—distributive, procedural, and exclusionary/inclusionary. The second section applies these models to environmental injustice, a complex, pressing social issue in which acute and chronic exposure to toxic pollution has become concentrated in marginalized communities. This example clarifies that the scope of justice, however wide or narrow, is a defining framework that is then operationalized by distributive and procedural justice in societal structures and in everyday life. The final section discusses collaborative efforts to widen the scope of justice and the difficulties of fostering social justice in contexts characterized by power inequalities and a culture of moral exclusion.

Risk perception on the labour ward: A mixed methods study

2021 ◽  
Vol 26 (2) ◽  
pp. 56-63
Author(s):  
Claire McCarthy ◽  
Sarah Meaney ◽  
Marie Rochford ◽  
Keelin O’Donoghue
Keyword(s):  
Mixed Methods ◽  
Lived Experience ◽  
Healthcare Providers ◽  
Emergency Obstetric Care ◽  
Obstetric Care ◽  
Daily Basis ◽  
Mixed Methods Study ◽  
Structured Interviews ◽  
Staff Support ◽  
Staff Wellbeing

Healthcare providers commonly experience risky situations in the provision of maternity care, and there has been increased focus on the lived experience in recent years. We aimed to assess opinions on, understanding of and behaviours of risk on the LW by conducting a mixed methods study. Staff working in a LW setting completed a descriptive questionnaire-based study, followed by qualitative structured interviews. Statistical analysis was performed with SPSS on quantitative data and thematic analysis performed on qualitative data. Nearly two thirds of staff (64%; 73/114) completed the questionnaire, with 56.2% (n = 47) experiencing risk on a daily basis. Experiencing risk evoked feelings of apprehension (68.4%; n = 50) and worry (60.2%; n = 44) which was echoed in the qualitative work. Structured clinical assessment was utilised in risky situations, and staff described “ going on autopilot” to manage these situations. A large number of respondents reflected on their provision of care following an adverse event (87.7%; n = 64). Debriefing was mentioned as an important practice following such events by all respondents. This study describes the negative terminology prevailing in emergency obstetric care. These experiences can have a profound impact on staff. Risk reduction strategies and the provision of increased staff support and training are crucial to improve staff wellbeing in stressful scenarios.

scholarly journals Centering Social Justice in Mental Health Practice: Epistemic Justice and Social Work Practice

2021 ◽  
pp. 104973152110109
Author(s):  
Marjorie Johnstone
Keyword(s):  
Mental Health ◽  
Social Justice ◽  
Social Work ◽  
Lived Experience ◽  
Medical Model ◽  
Work Practice ◽  
Social Work Practice ◽  
Policy Advocacy ◽  
Health Practice ◽  
Epistemic Justice

This article examines how mental health social work practice can move outside the hegemony of the medical model using approaches that honor the centering of social justice. By using the philosophical analysis of epistemic injustice and the ethics of knowing, I move out of the traditional psychiatric and psychological conceptual frameworks and discuss new guiding principles for practice. In the context of the radical tradition in social work and the impetus to blend theory with practice, I consider the use of narrative and anti-oppressive approaches to center social justice principles in individual dyadic work as well as in wider systems family and community work and policy advocacy. I evaluate these approaches through the principles of epistemic justice and discuss the importance of a relational collaborative approach where honoring the client and exploring lived experience are central to both the concepts of testimonial justice, hermeneutic justice and anti-oppressive practice.

A Generative Sequential Mixed Methods Approach Using Quantitative Measures to Enhance Social Constructionist Inquiry

2021 ◽  
pp. 155868982098627
Author(s):  
Diego Romaioli
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
Quantitative Methods ◽  
Maslach Burnout Inventory ◽  
Well Being ◽  
Social Constructionist ◽  
Social Scientists ◽  
Mixed Methods Approach ◽  
Qualitative And Quantitative Methods ◽  
Sequential Mixed Methods

In order to enhance core mixed methods research designs, social scientists need an approach that incorporates developments in the social constructionist perspective. This work describes a study that aimed to promote occupational well-being in hospital departments where employees are at risk of burnout, based on a constructionist inquiry developed starting from the Maslach Burnout Inventory. Taking this study as an example, we define a “generative sequential mixed methods approach” as a process that involves consulting quantitative studies to identify criticalities on which to conduct focused, transformative investigations. The article contributes by envisaging ways to mix qualitative and quantitative methods that consider a “generative” and “future-forming” orientation to research, in line with recent shifts in social psychology.

How the environment is conceptualised and represented globally in social work codes of ethics

2021 ◽  
pp. 002087282110200
Author(s):  
Kang Liu ◽  
Catherine A Flynn
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Social Work ◽  
Mixed Methods ◽  
Physical Environment ◽  
Codes Of Ethics ◽  
Mixed Methods Study ◽  
Sequential Mixed Methods ◽  
The Social ◽  
Holistic Understanding

While the environment is fundamental to humankind’s wellbeing, to date, social work has been largely focused on the social, rather than the physical, environment. To map how the broader environment is captured in the profession’s foundational documents, an exploratory sequential mixed methods study (QUAL → quan) analysed data from 64 social work codes of ethics. Findings indicate that although the environment is mentioned in the majority of these, there is a continued focus on the social, overlooking to some degree the physical, predominantly the built, environment. A more holistic understanding of the environment would enable social work to better fulfil its commitment to human rights and social justice.

The Cinematic Chiasm

Janus Head ◽  
2015 ◽  
Vol 14 (2) ◽  
pp. 35-48
Author(s):  
Nisha Gupta ◽  
Keyword(s):  
Social Justice ◽  
Lived Experience ◽  
The Other ◽  
Audience Member ◽  
Self And Other

This paper is a recommendation for phenomenologists to use film as a perceptually-faithful language with which to disseminate research and in­sights about lived experience. I use Merleau-Ponty’s philosophy to illus­trate how film can evoke a state of profound, embodied empathy between self-and-other, which I refer to as “the cinematic chiasm”. I incorporate a case study of my experience as audience member becoming intertwined with the flesh of the film “The Diving Bell and the Butterfly.” I discuss four aesthetic techniques of this film through which I became enveloped in a state of visceral empathy towards the “other” on-screen. The cin­ematic chiasm offers exciting, creative possibilities for phenomenologists, particularly those who are interested in evoking widespread empathy for social justice purposes.

scholarly journals Your Voice Counts: Listening to the Voice of High School Students With Autism Spectrum Disorder

2011 ◽  
Vol 35 (2) ◽  
pp. 173-190 ◽  
Author(s):  
Beth Saggers ◽  
Yoon-Suk Hwang ◽  
K. Louise Mercer
Keyword(s):  
High School ◽  
High School Students ◽  
Lived Experience ◽  
Educational Practice ◽  
Autism Spectrum ◽  
Student Perspective ◽  
Small Scale ◽  
School Students ◽  
School Communities ◽  
Students With Autism

AbstractSupporting students with autism spectrum disorders (ASDs) in inclusive settings presents both opportunities and significant challenges to school communities. This study, which explored the lived experience of nine students with ASD in an inclusive high school in Australia, is based on the belief that by listening to the voices of students, school communities will be in a better position to collaboratively create supportive learning and social environments. The findings of this small-scale study deepen our knowledge from the student perspective of the inclusive educational practices that facilitate and constrain the learning and participation of students with ASD. The students' perspectives were examined in relation to the characteristics of successful inclusive schools identified by Kluth (2003). Implications for inclusive educational practice that meets the needs of students with ASD are presented.

scholarly journals Desistance, Social Justice and Lived Experience

2020 ◽  
Vol 28 (2) ◽  
pp. 182-183
Author(s):  
Katharina Maier ◽  
Rosemary Ricciardelli ◽  
Shadd Maruna
Keyword(s):  
Social Justice ◽  
Lived Experience
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