Qualitative meta-analysis for social justice: The creation of an on-line diversity resources database

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Potts, A., Boler, M., Hicks, D., Doolittle, P., Ariew, S., Cachaper, C., Carico, K. & Prickett, R. (2004). Qualitative meta-analysis for social justice: The creation of an on-line diversity resources database. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 832-836). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/13577.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
2004
ISBN 1-880094-52-5
  Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Ann Potts, Virginia Polytechnic Institute and State University, USA; Megan Boler, Virginia Polytechnic Institute and State University/University of Toronto, USA; David Hicks, Peter Doolittle, Susan Ariew, Cecile Cachaper, Kathleen Carico, Robert Prickett, Virginia Polytechnic Institute and State University, USA

Abstract

This paper describes the creation of an online diversity resources database using methods borrowed from meta-ethnography. The primary aim of this database, known as the Diversity Resources Database at Virginia Tech, is to provide print, media, and web-based resources relevant to developing diversity inclusive curricula and pedagogy. The goal of this paper is twofold. First, we will discuss the initial phases of the research process, including: identifying need, conceptualizing database, classifying selection rubric, creating database and expanding database resources. Secondly, we will provide a thematic, narrative analysis of the types of resources that have been included in this database thus far. In describing the database's creation as well as providing a narrative synthesis of the database holdings, we hope to provide an example of how qualitative research approaches can be used to create and evaluate a tool which can, in turn, be used as a resource for diversity inclusive teaching practices.

Keywords

• Databases

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