| Volume 27 Number 5 | January 15, 2026 |
Mixed Methods Research and Arts Education Equity: A Dialogic, Methodological Journey
Andrew Tegarden
Northern Arizona University, United States
Xuhao (Howe) Yang
University of Wyoming, United States
Amelia M. Kraehe
University of Arizona, United States
Citation: Tegarden, A., Yang, X., & Kraehe, A. M. (2026). Mixed methods research and arts education equity: A dialogic, methodological journey. International Journal of Education & the Arts, 27(5). http://doi.org/10.26209/ijea27n5
Abstract
The article presents a process-focused inquiry examining the development of a research project that uses a transformative mixed methods design. The research project concerns equity in elementary arts programming in an urban school district in the U.S. Currently, there is little quantitative research on equity in the arts and few resources to support researchers in adopting mixed methods. The authors focus on their methodological journey to shed light on challenges and nuances of mixed methods research in the arts. They use a script-like format to illuminate the dialogic nature of designing and navigating transformative mixed methods research. The findings advance methodological diversity in studies of arts programming and expand knowledge on equity issues in mixed methods research.
