Methodological troubles with gender and sex in higher education survey research

Abstract

We examine the American landscape of higher education quantitative research concerning how gender and sex demographic information is collected. We use a directed content analysis to examine the prevalence and operationalization of gender and sex among widely used higher education survey instruments. Our findings illuminate a seemingly haphazard approach to developing gender and sex demographic questions and a number of limitations related to gender and sex variables inherent in the surveys analyzed. We discuss misalignment of question/item stem and response options, formatting decisions that result in data collection and analysis opportunities and challenges, and recommendations for policy and practice.