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Abstract

In this article, two Black women scholars in higher education share a conversation with our distinguished senior colleague, Yvonna Lincoln, a pioneering scholar of qualitative research methodology about what we have learned from her, and more specifically, how this research paradigm has been used to advance racial equity and social justice in higher education. The readers will learn, through her lens, about issues that emerged over the years and what she envisions for the future of higher education and qualitative research. This article presents implications for higher education, including faculty, students, and administrators working in higher education institutions.

Keywords

Qualitative Inquiry, Yvonna Lincoln, Racial Equity, Social Justice, Higher Education

Author Bio(s)

Christine A. Stanley is Professor of Higher Education Administration in the Department of Educational Administration and Human Resource Development in the College of Education and Human Development at Texas A&M University. She is also Vice President and Associate Provost for Diversity Emerita. Her research interests are in faculty professional development, instructional development, multicultural organizational development, and college teaching. Correspondence regarding this article can be addressed directly to: cstanley@tamu.edu.

Chayla Haynes is an Assistant Professor of Higher Education Administration in the Department of Educational Administration and Human Resource Development at Texas A&M University. She is a critical qualitative researcher with research interests and expertise in critical and inclusive pedagogy, Black women in higher education, and the methodological capacity of critical race and intersectionality. Correspondence regarding this article can also be addressed directly to: chayla.haynes@tamu.edu.

Publication Date

8-12-2019

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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