CRITICAL RESEARCH METHODS IN STEM HIGHER EDUCATION: A STATE-OF-THE-ART REVIEW

Abstract

Critical theories and critical research methods have been applied extensively in higher education and in STEM K-12 education, but to a much lesser extent in STEM higher education settings. This state-of-the-art review synthesizes exemplar papers that employ critical theories and research methods to make recommendations for research about how certain groups are systematically oppressed in STEM higher education settings. Using guidance developed for critical education research and exemplar studies in and around STEM higher education settings, we seek to improve the use and quality of critical research methods in STEM higher education and practice. We provide thick descriptions of 22 example papers that, in our opinion, have effectively addressed one or more aspects of critical theory and critical research methods relevant to STEM higher education. In doing so, our review points readers to papers that have done a particularly good job in applying some aspect of critical theory or critical research methods in ways that resonate with STEM higher education. Our list of themes is as follows: (a) describing the social/historical context for oppression; (b) critical author positionality; (c) engaging and empowering participant; (d) consistency of critical approaches in theory, methods, and discussion; (e) deep explanation of critical race theory tenets emphasized in the study; and (f) implications and recommendations that seek to disrupt power structures. Our conclusions are directed at researchers who identify with STEM disciplines—those in colleges of science or engineering—as well as critical education researchers moving into postsecondary STEM settings.