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Activity Number:
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377
- Teaching Statistics in the Health Sciences: Innovations, Updates, and Best Practice
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Type:
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Topic-Contributed
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Date/Time:
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Thursday, August 12, 2021 : 12:00 PM to 1:50 PM
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Sponsor:
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Section on Teaching of Statistics in the Health Sciences
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Abstract #317165
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Title:
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Decolonizing Quantitative Methodology Through Positionality Statements in the Health Sciences: Lessons Learned Teaching During COVID
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Author(s):
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Regine Haardörfer* and Melvin Doug Livingston
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Companies:
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Rollins School of Public Health, Emory University and Rollins School of Public Health, Emory University
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Keywords:
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Positionality;
Decolonizing;
COVID-19;
PhD students;
Teaching;
Online
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Abstract:
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Qualitative researchers have a long been discussing the inevitability of subjective decisions and how their positionality shapes those. Those engaged in decolonizing, anti-racism, and anti-othering work agree on the importance of positionality in such endeavors. To advance decolonizing efforts in quantitative methods, we set out to incorporate teaching about and through positionality statements into a newly approved introductory statistics course for PhD students in their first semester in Behavioral, Social, and Health Education Sciences, all while teaching online due to COVID-19. We found that students were very receptive to this approach and that it enhanced the learning throughout the entire course which utilizes theory-driven data-informed framework to teach regression-based modeling. Through sharing our own positionalities, we created a level of trust that allowed students to be comfortable sharing theirs. However, stigma around mental health maybe limiting students’ openness. Both students and instructors have discussed future application of positionality statements in the context of quantitative method to advance health equity as well as co-authoring a publication.
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Authors who are presenting talks have a * after their name.
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