Making a Case for Feminist Statistics: How commonly used quantitative approaches in adult education research marginalise and oversimplify diverse and intersectional populations

Abstract

In contrast to qualitative and theoretical approaches, the mainstream of quantitative research often still finds it difficult to incorporate modern concepts of diversity and intersectionality into its work. This article aims to highlight various aspects in which large studies and their evaluations marginalise or ignore certain parts of the population. In surveying data, large-scale surveys like the Programme for the International Assessment of Adult Competencies (PIAAC) often not only operate on a binary gender concept but also do not differentiate between a person gender identity and their social gender. In addition, commonly used methods keep unequal distributions invisible. Non-binary people are virtually invisible, unequal benefits for women remain hidden and the intersectional diversity inside the broad gender categories poses challenges to the mainstream of quantitative research in adult education. Therefore, there is a need for a feminist approach to statistics and quantitative research.