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Research Critique – Mixed-Methods Research

Maureen

Research Critique – Mixed-Methods Research

Out-of-school suspensions have become a significant and growing issue in the United States, but the individuals and leaders in the educational system are on the front line to resolve the issue. Students who get this suspension must miss 1-10 days of school, creating an academic achievement gap because of poor academic performance (Gibson et al., 2019). There is a proportionate number of black girls who receive out-of-school suspension compared to white, native American, Asian, and Hispanic girls and boys. The black girls are punished more than the white students because of their disruptive, violent, and unruly behaviors. As a way of addressing the issue, better strategies should be implemented to reduce the disparities in the frequency and severity of the punishment given to black girls.

Summary

Purpose

The purpose of the study by Gibson et al. (2019) was to shed light on and explain gender disparity in the use of exclusionary discipline in African American female primary and secondary students. The study also intended to state some policies that will minimize the suspension burden. The research gave possible steps and approaches to enhance the girl child’s ability to advocate for herself and fight against microaggression in schools (Gibson et al., 2019). It is, therefore, imperative to note that for this to be achieved, the authors had to dwell deeper into the lives of the black girls. Such experiences are good for improving teaching and learning and educational policies.

Participants/Sample

            The study participants were ten African American girls aged 11-15 years (Gibson et al., 2019) who were suspended from school. Each student’s designated teacher and caregiver also participated in the study. The girls were from different grades and were recommended by their classroom teachers. The number of girls in each grade was as follows: one in the sixth, two in the seventh, four in the eighth, two in the ninth, and one in the tenth (Gibson et al., 2019). Ten caregivers were also involved: 9 mothers and one father. Five teachers were involved, and their experience was 1-20 years. Lastly, two deans of students represented the school administrators.

Research Design

            A sequential mixed method technique was used to assess four research problems. The design applied was used to examine the suspension of black girls and their experiences, including disparities in punishing the girls compared to other white students. Possible strategies were also suggested to lessen the highlighted disparities. This approach helps the authors determine how race affects different students in educational institutions, how they feel about it, and their experiences.

Method of Data Collection

            Data was gathered through face-to-face interviews, which were conducted either at the respondents’ place of learning or work or at any other place where the respondents remained comfortable. The participants also shared their stories about what they experienced during their suspension. They also had a test to demonstrate whether the suspension was justified and what role their ethnicity played in the occasion that incited it. The time given for the interview process with each participant was 30-60 minutes, and the interview was recorded to audio, and transcriptions were largely verbatim (Gibson et al., 2019). Some emic symbols were used in the audio recording so that the authors could clearly understand each participant’s questions (Gibson et al., 2019). Participants also had to justify their comments further to boost their version’s credibility.

Method of Analysis

            From the quantitative analysis paradigm point of view, Gibson et al. (2019) offered disproportionality to be an index formed due to the proportion between the sums of OSSs coming from each subgroup and the sums of the number quantified in the general populace. Through the analysis of variance (ANOVA), they compared the differences in OSSs for the four types of OSS subgroups (Gibson et al., 2019) based on the total number of OSSs received. They compared both groups to research on the impact of the punishment. Gibson et al. (2019) further said they examined the severity of punishment and the propensity for each type of offense to lead to OSS.

Results

            From the teachers’ perspectives, the suspension given to the black girls was unjust, showed favoritism, and was biased. The study revealed that black students were overrepresented in the suspension while white and Asian students were very few. In New Jersey, black females are overrepresented in school expulsions and suspensions (Paul & Areneo, 2019). This representation continues to worsen and increase, which means immediate action should be taken. Results revealed that black students, boys and girls, have extended days of suspension than other groups in the school. Student race was a major factor that contributed to their punishment and how severe it would be. It was evident that white privilege was a major factor in punishing students.

Critical Analysis

Further Research

            It is recommended that further research should be conducted to examine how black girls and students are treated and punished in schools compared to white students. The research should be conducted in urban, rural, and suburban schools. The disparities in punishment should be determined by conducting further research on public, private, and Christian or missionary schools. Studying the environment and methods of parental support that can help students develop positive attitudes toward school and achieve educational success would be highly beneficial.

Threats to Validity/Undocumented Bias

            Almost all homes with black students have issues and concerns about how their children are treated in schools. The major focus of the research was gender and ethnicity, but other factors such as poverty levels, students on welfare, and those living in foster homes should have been documented and considered. A larger geographical area should be considered to help generalize the results obtained.

Original Insight/Criticism

            Male African Americans typically have the highest rates of out-of-school suspensions (OSS), with their suspension rate being about three times higher than that of male Caucasians. However, educators and researchers have observed that African American girls are 5.3 times more likely to receive severe disciplinary actions compared to Caucasian girls, as noted by Gibson et al. (2019). Given that their research primarily centered on Black girls and out-of-school suspensions, the authors could expand their study by examining the impact of educators and administrators, implicit bias, and the school code of conduct.

Implications of Findings

            A school-wide initiative, supported by the school and the student body, is necessary. This healing process will lower the overall rate of out-of-school suspensions. Teachers should actively nurture positive family-school relationships by involving parents in school meetings and seeking their input. Teachers can also contact Black families to build ties outside of disciplinary situations.

Discussion

Educational policies and procedures should be developed and implemented to help lessen disproportionate suspensions, creating a good and more comfortable environment for all students. The severity and amount of punishment for black girls are questionable because they tend to be ineffective in shaping their behaviors. In most cases, black girls were considered to be aggressive, hypersexual, and enraged, which led to the use of stereotyping such as black girl dramas. “Do not judge, or you too will be judged. For in the same way you judge others, you will be judged, and with the measure you use, it will be measured to you (NVI Matthew 7: 1-3).” The verse emphasizes that people should avoid judging others; for example, punishment and suspension should be administered fairly to all students without discriminating against their race.

References

Gibson, P., Haight, W., Cho, M., Nashandi, N. J., & Yoon, Y. J. (2019). A mixed methods study of Black Girls’ vulnerability to out-of-school suspensions: The intersection of race and gender. Children and Youth Services Review,102, 169-176.

Holy Bible. New International Version, Zondervan Publishing House, 1984.

Paul, D. G., & Araneo, J. (2019). “Orange is the New Black” Comes to New Jersey’s Public Schools: Black Girls and Disproportionate Rates of Out-of-School Suspensions and Expulsions. Urban Review,51(2), 326-343.

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Question 

During this course, you will complete three research critiques: quantitative, qualitative, and applied, mixed methods, or program evaluation. The focus is on the word research, not the article. For each research critique, you will select an article reporting research in some area of the field of education. This assignment helps you learn how to evaluate research, identify the main components of good research, and start building your literature review.

Research Critique – Mixed-Methods Research

Instructions

Select one applied research, action research, mixed methods, or program evaluation peer-reviewed research study published in an article related to your topic of interest. All articles must be of educational studies conducted and published in the United States or Canada within the past five years. Because applied research could be either quantitative or qualitative, you must be able to distinguish the correct characteristics to include the correct components; it must be true applied research (meaning the research findings are providing solutions to a problem). You may not use meta-analyses, meta-syntheses, or longitudinal studies; all research evaluated must be original.

After thoroughly reviewing the study in the selected article, compose a full three-page review (not including the required title and references pages). Brevity is crucial as it forces you to include only the most essential information. An abstract should not be included.

Using the provided Research Critique: Applied, Mixed Methods, or Program Evaluation Template:

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