“I used to wonder why girls do not study”: Narrative techniques, mixed-methods gender/education research, & tensions in Pakistani youth’ lives

• In Event: Protesting the status quo in Girls Education: Contesting policy discourse, theoretical approaches, and methodological privilege

Proposal

Mixed-methods research has evolved over many decades from discussing multitrait-multimethod matrices (Campbell & Fiske, 1959), to the triangulation of data sources (Jick, 1979), to methods handbooks (Tashakkori & Teddlie, 2003) and alternative conceptualizations of data (Timans, Wouters, & Heilbron, 2019). Scholars have noted that, while mixed-methods research is interdisciplinary and addresses complex social problems (Creswell, 2009), data derived from survey and interview questions may not fully represent the multidimensional and dynamic realities, particularly of youths’ lives (DeJaeghere, 2021). Gender-sensitive, participatory methods can reveal gender-discriminatory norms (Murthy, 2015), with narrative research as one method that can help illuminate complex patterns to create “a greater whole” (Colton, 2006, p. 6).

In 2013, the Girl Rising feature film was released, jumpstarting its global social action campaign designed to change minds, lives, and policy in support of girls’ education. The film featured real-life stories of nine ordinary yet extraordinary girls and their challenging paths to securing an education. Since then, Girl Rising has worked in 12 countries and created educational curricula, programming, and materials, in addition to other films, focused on gender sensitization so that girls can learn, thrive, and rise. In 2021 Girl Rising partnered with Miske Witt & Associates International (MWAI), with funding from Echidna Giving, to develop a Monitoring, Evaluation, and Learning (MEL) framework to measure its global education program outcomes across contexts. Storytelling constitutes the foundation of Girl Rising’s work from educational programming to policy advocacy. It is used as a powerful tool to generate discussions around critical social issues, amplify the voice and agency of young people, connect them to the stakeholders in their communities, and build a movement of support for girls and their rights. Drawing inspiration from how well the Girl Rising stories are appreciated and remembered by children and adults alike, MWAI employed a sequential, mixed-methods design for the MEL framework, using narrative research and storytelling techniques in combination with surveys with adolescents (girls and boys), teachers, and parents.

This presentation discusses the importance of using narrative research methods as part of the Girl Rising MEL framework to evaluate complexities in youth’s lives such as gendered attitudes and activism. Drawing on two years of data from youth who participated in the Girl Rising programs in Pakistan, we explore how the use of narrative techniques generated findings that were different from or more nuanced than traditional focus group discussion and survey data when evaluating an educational program focused on promoting girls’ education. Through a discussion of findings, this presentation outlines the benefits and challenges of using narrative techniques in mixed-methods gender and education research.

Authors

• Nancy Pellowski Wiger, Miske Witt & Associates International

• Khuzama Rizwan Khan, GIRL RISING

• Acacia Nikoi, Miske Witt and Associates International

• Aditi Ashok Arur, Christ University

• Kristeen Chachage, Independent Consultant

• Nidhi Shukla, Girl Rising