Advancing Equity for Disabled College Students: An Application of Guiding Questions for Transformative Mixed Methods

• In Event: Incorporating Transformative Frameworks into Mixed Methods Research: Challenges, Insights, and Recommendations

Abstract

Introduction
Despite recent steps to dismantle research related to diversity, equity, and inclusion, many fields have articulated a commitment to advancing social justice. Scholars within the field of special education transition, which focuses on promoting positive life outcomes for students with disabilities, have advocated for a critical reframing of research (i.e., Trainor et al., 2019; Trainor & Romano, 2023; Scott & Shogren, 2023). Transformative approaches, explicitly committed to advancing social justice, may be well-aligned with such calls (Mertens, 2025; Shannon-Baker, 2016), but application of a transformative framework can raise methodological challenges (Mertens, 2025).

Objectives
The purpose of this presentation is to (a) share guiding questions developed by aligning a transformative framework with calls for equity-focused research in one field; and (b) apply guiding questions to an example study, highlighting possibilities and challenges when incorporating a transformative approach.

Theoretical Framework
Sweetman et al. (2010) established 10 criteria for transformative mixed methods studies. Aligning these criteria with calls for equity-oriented approaches within the field of special education transition (i.e., Trainor et al., 2019; Trainor & Romano, 2023; Scott & Shogren, 2023), Kutscher et al. (2025) developed nine guiding questions (see Table 1) to support transformative and equity-focused research in the field and conducted a rapid review of 22 mixed methods articles to investigate their application of transformative approaches.

Methods & Data Sources
This session applies Kutscher et al.’s (2025) nine guiding questions to a study focused on supporting college persistence for disabled students (Author, 2019; Author & Author, 2020). The study used a convergent transformative mixed methods research design, with a qualitative-dominant crossover analysis (see Figure 1). Specifically, participants (i.e., students with disabilities who were enrolled in college for a minimum of two years or who had graduated) completed one interview and survey. Interviews focused on factors that supported or hindered college persistence. The 40-item survey included items related to research-based K-12 predictors of college participation. Multiple correspondence analysis was conducted to describe and display relationships among qualitative themes and quantitative variables.

Results
Table 1 illustrates how Author and Author’s (2020) study addressed nine guiding questions, contextualized by broader findings regarding the application of transformative approaches in the field (Kutscher et al., 2025). Though evidence from the study could be linked to each of the nine questions, areas of relative strength and opportunities for improvement emerged. The study’s “implications for social justice” section offered a possibility for framing the discussion of findings. The transformative impact could have been improved with more explicit attention to challenging systems of oppression and deficit language, as well as partnership with co-collaborators identifying as members of the disability community.

Significance
The reviewed study highlights specific possibilities and challenges in applying transformative approaches to education research. Despite explicitly identifying as a transformative mixed methods study, Author and Author (2020) missed opportunities to amplify the study’s transformative impact. Though the issues addressed within special education transition research seem well-aligned with a transformative worldview, findings suggest the need for transparency and thoughtful reporting on research that seeks to promote equity and social justice.
 

Authors

• Elisabeth Kutscher, The George Washington University

• Valerie Mazzotti, University of Oregon