PD25-11 Critical Perspectives in Mixed Methods Designs in Educational Research

Session Type: Professional Development Course

Abstract

This half-day professional development course is designed for graduate students, early- and mid-career researchers, and educators seeking to integrate critical perspectives into mixed methods research (MMR). The course emphasizes the application of Critical Social Theories (CST), such as Queer Theory, Critical Race Theory, and Feminist Theory, to analyze systemic inequities, power dynamics, and identity politics in educational research. Participants will engage with foundational MMR designs, including explanatory sequential, exploratory sequential, convergent parallel, and multiphase frameworks, while learning how CST principles can reshape these designs to address social justice.
Through interactive lectures, reflection exercises, case studies, and collaborative activities, attendees will:
• Craft reflexive positionality statements to enhance critical awareness.
• Explore strategies for integrating qualitative and quantitative data using CST principles.
• Create visual models of transformative mixed methods designs aligned with equity and inclusion.
Prerequisites: While no formal prerequisites are required, familiarity with qualitative and quantitative research methods is recommended. A basic understanding of CST concepts is helpful but not necessary. Participants should bring a laptop with Internet access for hands-on activities.
Pre-Readings and Materials: Participants will receive foundational readings, video links, and templates prior to the session. These include key articles on CST, reflexivity, and mixed methods integration, as well as step-by-step guides for preparing for the activities.
This course is ideal for individuals ready to critically engage with research paradigms to promote social change and enhance their mixed methods research practices. There is an additional course fee: Member: $90/Non-member: $115

Sub Unit

• Professional Development and Training Committee

Directors

• Nichole M. Garcia, Rutgers University

• Peggy Shannon-Baker, Georgia Southern University