Research articles that incorporate research methodology

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Choose two scholarly research articles that incorporate research methodology (qualitative or quantitative research studies) that were published within the last three years. These articles can be found by searching in a database (like ProQuest). Pick two of the following areas as the focus of the research articles you choose: 1) women and higher education, 2) politics and higher education, or 3) culture and higher education. Follow the expectations outlined below.
Write a summary paper addressing each of the following points/question. Be sure to completely answer all questions in each bullet point. There should be two sections, one for each numerical bullet below. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Make sure to reference the citations using the APA writing style for each article. Your essay should be 1750-words in length. Cover page and reference page do not count towards the minimal word amount.
1. Summarize both professional, peer-reviewed articles by addressing the follow for each study. Repeat this sequence for each article.
1. What question/hypothesis was the researcher trying to answer or investigate?
2. Define the variables studied.
3. Describe the sample.
4. How did the researcher gather data in the study? Were the data gathering techniques appropriate or the purposes of the study? In other words, did the data collection procedures produce data that allowed for the accurate examination of the original questions/hypothesis for the study?
5. What were the results? How do the results affect your understanding of the world?
6. What did you learn about faculty-student relationships in higher education from this study?
2. Compare and contrast both studies and explain how the similarities and differences.

 

Sample Solution

 

Scholarly Research on Women and Higher Education: A Comparative Analysis

This paper examines two recent scholarly articles exploring the experiences of women in higher education. By summarizing and comparing these studies, we aim to gain a deeper understanding of the challenges and opportunities women face in pursuing higher education.

Section 1: “Trans Student Discrimination, College Access, and Finances: A Critical Quantitative Analysis” by C. V. Dolan et al. (2024)

  1. Research Question: This study investigates the relationship between gender identity (focusing on transgender students) and college access and financial aid. The researchers aim to understand how discrimination based on gender identity might impact a student’s ability to pursue higher education.
  2. Variables:
  • Independent Variable: Gender identity (binary transgender, non-binary, genderqueer)
  • Dependent Variables: College enrollment, financial aid receipt
  1. Sample: The study utilizes data from the National Postsecondary Student Aid Study (NPSAS) for the years 2018-2021. The sample includes over 140,000 undergraduate students from various institutions across the United States.
  2. Data Collection: The study relies on secondary data analysis from the NPSAS, a nationally representative survey that collects information on student demographics, financial aid, and enrollment patterns.
  3. Results: The findings reveal significant disparities in college enrollment and financial aid for transgender students compared to their cisgender counterparts. Transgender students were less likely to be enrolled in college and receive financial aid. Additionally, the study identified variations within the transgender population, with non-binary students experiencing the most significant disadvantages.
  4. Faculty-Student Relationships: This study focuses on access and financial barriers, not directly addressing faculty-student relationships. However, limited access to higher education for transgender students could indirectly limit opportunities for interaction with faculty and participation in the intellectual life of the university.

Section 2: “Academic Motherhood: Considerations of STEM Postdoctoral Scholar Women” by Sylvia L. Mendez et al. (2024)

  1. Research Question: This study explores the experiences of postdoctoral scholar mothers in STEM fields, particularly the challenges they face in balancing motherhood with academic careers. The researchers aim to understand the specific needs and support systems necessary for this population.
  2. Variables:
  • Independent Variable: Motherhood status (mother vs. non-mother)
  • Dependent Variables: Research productivity, work-life balance, perceived institutional support
  1. Sample: The study employs a qualitative research design, conducting semi-structured interviews with 20 postdoctoral scholar mothers working in STEM fields across different universities in the United States.
  2. Data Collection: The researchers gathered data through individual interviews. The interview questions delved into participants’ experiences with research, motherhood, work-life balance, and perceptions of support from their institutions.
  3. Results: The study reveals that postdoctoral scholar mothers in STEM face significant challenges in balancing motherhood with their research careers. These challenges include long work hours, limited access to childcare, and a lack of institutional support for work-life balance. Despite these difficulties, the study also identifies resilience and resourcefulness among the participants, who develop strategies to navigate these challenges and maintain their academic pursuits.
  4. Faculty-Student Relationships: While not the primary focus, the study suggests that a lack of support for work-life balance might indirectly impact faculty-student relationships. Mothers with demanding workloads might have less time and energy to dedicate to advising or mentoring students. Additionally, the pressure to prioritize research over teaching could negatively affect the overall student experience.

Comparison and Contrast

Similarities:

Both studies explore the experiences of marginalized groups within higher education. They utilize quantitative and qualitative methodologies respectively, but both highlight the challenges women face in navigating the academic landscape. Furthermore, both studies demonstrate the importance of institutional support in fostering success for women in higher education.

Differences:

Dolan et al. (2024) focus on access and financial barriers, examining a larger, nationally representative sample. Mendez et al. (2024) delve deeper into the lived experiences of mothers in STEM fields through qualitative interviews with a smaller group. This difference in methodology allows for a broader understanding of the issue of gender and access (Dolan et al., 2024) and a more nuanced picture of specific challenges faced by mothers in academia (Mendez et al., 2024).

Conclusion:

These two articles contribute valuable insights into the experiences of women in higher education. Dolan et al. (2024) highlight the persistent issue of discrimination and lack of access for transgender students. Mendez et al. (2024) shed light on the specific challenges faced by mothers in STEM academia. Together, these studies emphasize the need for universities to create more inclusive and supportive environments for all women

 

 

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